Geographer - Fun Activities - Environments

GEOGRAPHER

The Geography of Mandarins: Where do they come from? (this activity is also under Logistics Analyst & Supply Distribution & Procurement Manager)

Primary Middle

Australian Curriculum General Capability: Numeracy

Cooperative Learning Activity

1. As a class, inform the school that you are conducting a Geography Research Project using Mandarins as the product being distributed. Your class will be trying to work out where the school community's mandarins come from across Australia and abroad.

Citrus Australia has done some research work. Look at the following chart and Australian map.

Availability of Australian Citrus

Availability of Mandarins
(Source: Citrus Australia)

What’s Available Where

Australian Map
(Source: Citrus Australia)

2. In teams, look at 5 mandarins and their labels on their skins. Collect as much detail as possible from these stickers including one photograph for each different variety (if there is variety). You might also need to get students to bring in the larger label on bags of mandarins if individual mandarins are not labeled - see below.

Mandarins
(Source: Amin: Wikipedia)

Brainstorm how you will record the information on these mandarin labels. Create a table with all this information recorded.

Make sure you note the distributing company, the variety and the place where the mandarins are grown (procured from).

3. Each morning before fruit time get a collection of stickers from each mandarin that comes to school and record the information into the table.

4. Collect the mandarin information for

a. One week
b. Two weeks
c. Three weeks
d. Four weeks

5. Start an Excel data sheet.

6. Compare and contrast with the information on the Australian map above.

a. Percentage of total from Queensland?

b. Did you conduct your survey in March, April or October when mandarins were not in season? Did the mandarins come from outside Australia to satisfy the market?

c. How many mandarins were consumed at school each week? Did a particularly year level consumed (or bring to school) more mandarins than other classes?

7. Graph all your knowledge about the geography of where mandarins in Australia come from.

Mapping COVID-19 spread in Melbourne shows link to job types and ability to stay home: an investigation

Middle Secondary

Australian Curriculum General Capability: Critical and creative thinking

Australian Curriculum General Capability: Numeracy

Australian Curriculum General Capability: Ethical Understanding

Australian Curriculum General Capability: Literacy

Australian Curriculum General Capability: ICT Capability

Australian Curriculum Cross Curriculum Priorities: Sustainability Priority

Cooperative Learning Activity

1. With a partner, read the following article from The Conversation 30 July 2020 Reading and note down any facts and figures.

2. You are to analyse the following dashboard mapping the COVID -19 spread in Victoria and the ability of residents to work from home.

3. Explain this map to another class member.

Together describe what you know to another pair. Did they have a different view? Why?

4. Discussion

What are the ethics of exposure vs income? Discuss.

5. Make up a quiz about the article using any one of the quizzes on this page.

Islamophobia in Australia: an Analysis

Secondary

Australian Curriculum General Capability: Ethical Understanding

Australian Curriculum General Capability: Critical and creative thinking
Australian Curriculum General Capability: Personal and social capability

1. What is Islamophobia?

In groups of 3 - 4 students, read and view - the following articles and videos. You are going to use the Expert Jigsaw Strategy to collect the data from this range of resources.

a. Write down the facts and figures from the article or video you watched. Remember, you are the only one who will view or read this resource so you need to be able to describe the information accurately to the others in your group.

b. Did some of these facts and figures surprise you? Why? Why not?

c. Do you know personally a person who is Muslim?

d. How do you feel about Islamophobia?

Islam: What Are We Afraid of? Waleed Aly and Robert Manne in conversation 29 June 2016 (1.37.25)
https://youtu.be/zeyso6xNzjE Video

Facebook: The Project 15 March 2019: Waleed on the Christchurch Terrorist Attacks Video

The Conversation 22 November 2019 Reading

The Conversation 27 August 2020 Reading

2. Look at this Infographic. Does it confirm or reject what you have learnt in your readings and videos? What is the most striking fact for you? Why? Give reasons.

(Source: Twitter: Dr Zuleyha Keskin)