Activity Introduction


Quick summary: In this lesson, students will look beyond food producers to the wider community, to the networks and organisations that support and encourage sustainable food production in Australia. They will examine an organisation at a local, state and/or national scale and work in pairs to create an infographic about the aims/role of this organisation. 

This lesson has been created in partnership with ACT for Bees. ACT for Bees is a not-for-profit organisation taking action to preserve these essential pollinators to ensure a food secure future.  


Learning intentions:

●  Students will understand the role of food producers and individuals in creating a sustainable food future.
●  Students will understand the importance of food networks and organisations such as NGOs in creating a sustainable food future.

21st century skills:

Australian Curriculum Mapping

Content descriptions: 

Year 9 Geography

●  Challenges to food production, including land and water degradation, shortage of fresh water, competing land uses, and climate change, for Australia and other areas of the world (ACHGK063).
●  The capacity of the world’s environments to sustainably feed the projected future global population (ACHGK064).

Year 10 Geography

● Human-induced environmental changes that challenge sustainability (ACHGK070).
● Environmental world views of people and their implications for environmental management (ACHGK071).
● The application of systems thinking to understanding the causes and likely consequences of the environmental change being investigated (ACHGK073).

Syllabus outcomes: GE5-2, GE5-3, GE5-4, GE5-5

General capabilities:  Information and Communication Technology (ICT) Capability, Literacy, Critical and Creative Thinking

Cross-curriculum priority: Sustainability 

Relevant parts of Year 9 achievement standards: Students analyse interconnections between people, places and environments and explain how these interconnections influence people, and change places and environments. Students analyse alternative strategies to a geographical challenge using environmental, social and economic criteria. Students synthesise data and information to draw reasoned conclusions.

Relevant parts of Year 10 achievement standards: Students explain how interactions between geographical processes at different scales change the characteristics of places. Students identify, analyse and explain significant interconnections between people, places and environments and explain changes that result from these interconnections and their consequences.

Topics: Love Food? Love Bees!, Biodiversity, Consumption

Unit of work: Love Food? Love Bees! – Food Security and Sustainability – Year 9 & 10

Time required: 100 mins.

Level of teacher scaffolding: Medium – a modeled Inquiry is built into the lesson. Students may also need to be guided through the use of an infographic created software.

Resources required: Student Worksheet – one copy per student. A printed class set, or ability to project, the Infographic Assessment Rubric. Enough internet enabled-devices to facilitate paired work and the use of the program, Piktochart. A class set of the Infographic Assessment Rubric. 

Keywords: Sustainability, Food network/Food hub, Farmers markets, Field day, NGO, Not for Profit, Interconnections 

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.


Teacher Worksheet

Teacher Preparation

Learning intentions: 

  • Students will understand the role of food producers and individuals in creating a sustainable food future.
  • Students will understand the importance of food networks and organisations such as NGOs in creating a sustainable food future.

Success criteria: Students can…

  • ... identify the separate roles of food producers, consumers and the wider community in a sustainable food future.
  • ... work individually to research and communicate the findings of a geographical inquiry.
  • ... communicate geographical information using a digital infographic creation tool.

Teacher content information: As we approach the year 2050 it is estimated that the world's population will reach 9.7 billion people. Although this seems a long way away, it is within students' lifetime. Because of this expected population increase we need to be smart about how we use resources today, to make sure they are available in abundance in future years. One of the most

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Student Worksheet

Thought starter: "As the world's population grows, we need to work together to create a sustainable food system… This is one of the most important challenges of our time" - Barack Obama 

1. Categorise the organisations the class have listed on the board and as either government, private or NGO/Not for Profit in the table below:

NGO/Not for Profit Private Government




2. Work in pairs and use answer the following questions:

  1. What is a food hub?
  2. Why can a food hub also be called a network?
  3. What role do farmers markets play?
  4. What is the value for food hubs/networks to a sustainable food future?

The following links may help you to answer these questions:


Thinking about what you have learnt in this lesson, respond to the following question:

  • Do you think the organisation that you crea
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