Fun Activities

On The Job

Transport and Travel -  LOGISTICS ANALYST

Online

 

The Geography of Mandarins: Where do they come from? (this activity is also under the Geographer; and Supply Distribution & Procurement Manager)

PrimaryPrimary MiddleMiddle 

NumeracyAustralian Curriculum General Capability: Numeracy

Cooperative LearningCooperative 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, collect a range of mandarins. 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 bring in the larger labels 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?

d. How much did the individual mandarins cost? Was there a pattern from where they were grown?

7. Graph all your knowledge about the geography of where mandarins in Australia come from. Do you know if the mandarins were transported by air, road or rail?

 

Optional Extra or Variation

Work out where

a. Apples [pick a variety]

b. Lettuce [pick a variety]

c. Avocardo (same as mandarin information)

 

come from [a region or specific farm] and on a blank map of Australia, plot the origin and where you live. Guess how many kilometres these products have taken to get to your home.  

 

 

 

Logistics, Global Trade and the Suez Canal

MiddleMiddle  High SchoolSecondary

CriticalAustralian Curriculum General Capability: Critical and creative thinking

LiteracyAustralian Curriculum General Capability: Literacy

NumeracyAustralian Curriculum General Capability: Numeracy

Australian Curriculum Cross Curriculum Priorities: Sustainability Priority

Cooperative LearningCooperative Learning Activity

 

1. In groups of 5 - 6 students, read the following articles from The Conversation about the Suez Canal disaster in March 2021. Read one article per student and use the Expert Jigsaw Strategy to provide information to the whole group about what you have learnt in your article.

 

The Conversation 25 March 2021 Read

The Conversation

The Conversation 26 March 2021 Read

The Conversation

The Conversation 27 March 2021Read

The Conversation

The Conversation 30 March 2021 Read

The Conversation

The Conversation 1 April 2021Read

The Conversation

The Conversation 2 April 2021 Read

The Conversation

The Conversation 5 April 2021 Read

The Conversation

 

2. Write down as many facts and figures conveyed in these articles including the history of global trade using the Suez Canal.

3. Global Trade and its Logistics were brought to light in this accident. Work out the costs of this blockage from the information given in the articles.

4. Imagine you are a seafarer / worker on the "Ever Given". Write a description of the accident, what happened, where were you and how did you feel about the following week?

5. Write a paragraph about the importance and problems of the Suez Canal to Global Trade.

6. Discussion

As a class, discuss the sustainability of the Suez Canal as such a vital part of Global Trade.

 

 

How do COVID-19 vaccines get from the factory to your local pharmacy?

  High SchoolSecondary

CriticalAustralian Curriculum General Capability: Critical and creative thinking

LiteracyAustralian Curriculum General Capability: Literacy

NumeracyAustralian Curriculum General Capability: Numeracy

Ethical Understanding Australian Curriculum General Capability: Ethical Understanding

Cooperative LearningCooperative Learning Activity



1. As a class,
before you get to the logistics of transporting the vaccine across Australia, read the following article from ABC News [plus video] 12 February 2021 [or Word Doc] about how the vaccine is created. ReadVideo 

ABC News

 

2. Plot the first part of the production of the vaccines. Create a timeline.

Write down as many questions as you can with a group of 3 - 4 students.

Are there any questions you would like answered now?

3. Find out where AstraZeneca "starter" orginated from - Oxford UK or here in Australia at the AstraZeneca's manufacturing facility in North Ryde, NSW.

How did this "starter" get to CSL in Broadmeadows' plant? Flight? Truck? Calculate an estimate of time.

4. Plot the route from North Ryde, Sydney to Broadmeadows Melbourne on a map of Australia.

5. Your group of 3 - 4 students is to read the following article from The Conversation. This will give you an idea of the logistics involved of transporting the vaccine. Add to your timeline.

 

The Conversation 5 December 2020 (USA based).  Read

The Conversation

6. Plot on a map of Australia, the route of the vaccine from Broadmeadows in Melbourne to your city, town or suburb. Guess how long it will take to get there.

7. Can you foresee any logistics problems? How would you overcome them?

8. Look at your list of questions as a class and discuss.

9. Are there any ethical questions involved with this process?

 

 

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