102088 SECONDARY CURRICULUM 1B

7 - 10 GEOGRAPHY
JADE CUNNINGHAM 17999508
ASSESSMENT TWO

TABLE OF CONTENTS

RATIONALE
Rationale Page 2-4

Reference List Page 4

UNIT OF WORK
Unit of Work Page 5-22

Reference List Page 22

RESOURCES
Reference One Page 23-30

Reference Two Page 30-37

Reference Three Page 38-41

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RATIONALE

The below unit of work has been created for a Year 8 class consisting of diverse learners. The unit of work will be taught in a school with

significant focus on academic performance and information and communication technology skills. The teaching and learning strategies have

been targeted to best support the class of creative and engaged individuals. The use of ‘do now activities’, targeted geographical skills activities

and extension activities have been implemented to reflect the literacy and numeracy needs of students. The unit of work has been influenced by

an inquiry learning pedagogical approach and informed by relevant Geography literature and research.

Inquiry-based learning establishes a positive learning environment for the support of learners and their development of collaborative

capabilities. Having an inquiry-based learning pedagogical approach within Geography encourages students to engage with important

environmental and societal issues (NESA, 2015). Within the unit of work, inquiry-based learning is implemented within collaborative learning

activities, research focused activities, scaffolded learning and cross-curriculum focuses (Spronken-Smith et al., 2008). This facilitates the

development of students’ self-management and communication abilities (NSW DET, 2006). The inquiry focus of learning provides authentic

geographical learning opportunities and the development of learners’ key skills. The unit of work supports the use of information and

communication technology for the development of geographical skills, literacy and numeracy (Kleeman, 2015). Information and communication

technology are a valuable tool for students’ development of research skills and applying creativity. Formative assessment strategies and positive

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feedback are used to encourage students’ engagement and creativity within and outside the Geography classroom (Spronken-Smith et al.,

2008). Inquiry-based learning is a pedagogical approach supported by geographical literature surrounding the development of diverse learners’

skills for the twenty-first century.

Reflecting the focus of the school the below unit of work is developed for, twenty-first century learning is at the forefront of teaching and

learning strategies implemented. A twenty-first century pedagogical approach supports differentiated instruction and the development of

personal and social capabilities. This unit of work supports learners’ development of technological skills, autonomy and creativity, key areas

identified as critical for students entering todays employment landscape (Scott, 2015). The Australian Geography syllabus provides authentic

learning opportunities for students to learn in the most effective manner (Spronken-Smith et al., 2008; NESA, 2015). The use of differentiated

instruction ensures learners are developing their skills at a pace that ensures learners readiness. The below unit of work develops students’

ability to use a variety of information and communication technology programs, collaborate effectively, self-manage and be creative. Twenty-

first century learners are equipped with the necessary skills to thrive in today’s society.

Upon reflection of the below unit of work it is evident that teaching and learning strategies are implemented to best support the class of diverse

learners and reflect the schools focus on effective technology use and academic achievement. Inquiry-based learning is supported by a twenty-

first century approach to teaching and learning. Students comprehend and question information to develop an informed understanding of

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geographical concepts. Students are supported within the unit of work by the use of formative assessment and differentiation to ensure all

students access to learning.

REFERENCE LIST
Kleeman, G. (2015). Inquiry-based learning in geography. Geography Teachers Association of NSW. Retrieved from
https://www.gtansw.org.au/files/resources/2015/Inquiry-Based%20Learning.pdf

NSW Department of Education. (2006). Quality teaching in NSW public schools: a classroom practice guide. NSW Government.

NSW Education Standards Authority. (2015). Geography K-10 syllabus. NESA. Retrieved from
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/hsie/geography-k-10

Scott, C.L. (2015). The futures of learning 3: what kind of pedagogies for the 21st century. United Nations Educational, Scientific and Cultural
Organisation. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000243126

Spronken-Smith, R., Bullard, J., Ray, W., Roberts, C., & Keiffer, A. (2008). Where Might Sand Dunes be on Mars? Engaging Students through
Inquiry-based Learning in Geography. Journal of Geography in Higher Education, 32(1), 71-86.

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UNIT OF WORK
Stage 4 l Geography

Course: Year 8 Interconnections Duration: 10 Weeks
Unit Duration: 6 Weeks
Unit: Interconnections - Technology and Trade
Rationale
Students investigate the connections people have to various places
across different scales. Students examine personal connections and
the influence perceptions of places have. Students explore the linking
of people to many places through transport, information and
communication technologies and trade. Students explain the effect
human activities have on places and environments in Australian and
across the world. Students conduct geographical investigation into
sustainability initiatives and futures of Australia and the world.
Unit context within Scope and Sequence
Interconnections is the second topic completed in Year 8, and the final
topic completed as part of the Stage 4 Geography course.
The below unit of work is completed after students complete the
introduction to Interconnections through Personal Connections.
Interconnections Timing: Term 2, Weeks 1-10
Unit Timing: Week 3 - 8
Outcomes
• describes processes and influences that form and transform
places and environments GE4-2
• explains how interactions and connections between people,
places and environments result in change GE4-3
• examines perspectives of people and organisations on a range
of geographical issues GE4-4
• discusses management of places and environments for their
sustainability GE4-5
• acquires and processes geographical information by selecting
and using geographical tools for inquiry GE4-7
• communicates geographical information using a variety of
strategies GE4-8
Related Life Skills outcomes: GELS-2, GELS-3, GELS-4, GELS-5, GELS-7,
GELS-8

Geographical concepts Learning across the curriculum

• Place- the significance of places and what they are like
• Interconnection- no object of geographical study can be viewed Cross-curriculum priorities

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 in isolation • Sustainability
• Sustainability- the capacity of the environment to support out • Civics and citizenship
lives and the lives of living creatures into the future

General Capabilities
Geographical inquiry skills
• Literacy
• Acquiring, processing and communicating geographical
• Numeracy
information
• Information and communication technologies
• Critical and creative thinking
Geographical tools
• Maps
• Graphs and statistics
• Spatial technologies
• Visual representations
Key inquiry questions Key terminology
• How are people and places connected to other places? • Information and communication technology
• What role does technology play in connecting people to • Transportation technology
people, goods, services and information in other places? • Trade
• What are the consequences of a globally connected world for • Impact
people and places? • E-waste
• Why are interconnections important for the future of places • Sustainability
and environments? • Import
• Export
• Free trade
• Interstate
• Intrastate

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Literacy
• Do now activities
• Reading
• Comprehension
• Close passages
Assessment for learning
• Exit slips
• Quizzes
• Minute essays
• Think-pair-share-share
Numeracy Information and communication Differentiation
• Do now activities technology • Product
• Timeline • Google Slides • Process
• Geographical skills • Video clips • Content
• Learning environment
Assessment as learning Assessment of learning
• Feedback • Pre-test
• Questioning • Recorded feedback and student
• Marking progression
• Summative assessment task
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 Targeted literacy and numeracy Assessment/ Checking student Information and communication Differentiation
understand technology (ICT)

Content Outcomes Teaching and Learning Strategies Resources

Technology •describes processes • Pre-test- Google Forms questions students on Globalisation
and influences that their understanding and use of technology and
•investigate the way form and transform https://www.youtube.com/watc
transportation and trade h?v=JJ0nFD19eT8&t=1s
places and • Pre-test also assesses students’ knowledge and
information and environments GE4-2
communication application of relevant geographical skills
•explains how Kids react to Windows 95
technologies are
interactions and • Students make a list of all the ICT and transport
used to connect https://www.youtube.com/watc
people to services, connections between technology they have used in their life. h?v=8ucCxtgN6sc
information and people, places and • Students are asked the question - how much has
people in other environments result technology changed in your life so far? How and
places why do you use technology each day? Teens use flip phones for the
in change GE4-3
• Class reflects on their list and the changes of first time
technology https://www.youtube.com/watc
h?v=i5xKJrF0TNI
Globalisation
• Students are introduced to the concept of The history of
globalisation and how it creates telecommunications
interconnections https://www.youtube.com/watc
• Students create notes on the process and h?v=dLzgRU25tXM&list=PLGoGp
purpose of globalisation while watching 1lEJjlLBfm4jBH05UUyhnRDZGDN
Globalisation video clip 5&index=14&t=0s

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 The rapid rate of technology change Animated history of
• Class watches series of kids reacting video clips transportation
to identify the development of technologies over https://www.youtube.com/watc
time h?v=FaLCQo8NJFA

• Using provided worksheet students research Worksheet

information to complete the timeline of
significant transportation and ICT developments
iPads
• Students answer the question - today are we
more or less connected to people and
information, why?

• Extension activity- Students research the

timeline of their model of phone. Identifying
previous models and its growth in popularity

Technology •explains how • Do now activity- technology crossword puzzle

interactions and
•investigate the way connections between
transportation and people, places and Technology and travel
information and environments result • Google Slides introduces the impact
communication in change GE4-3 transportation technologies has had on
technologies are accessibility and the sharing of information
used to connect • Students are shown the time changes to travel
people to services, over time
information and
people in other • Skills activity- Students select one place in the

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 places world they wish to travel. Students investigate
- explanation of how flight times today and compare to past modes of
transport travel
technologies connect • Students identify changes in conditions, cost and
people to places popularity
• Using this data students explain how
developments in transport technologies have
resulted in change
Technology •describes processes New transport technologies From here to there
•investigate the way and influences that • Google slides and video clips present the future https://www.youtube.com/watc
form and transform of transportation in Australia and the world h?v=AL7GwO-kolI
transportation and
places and
information and environments GE4-2 • Think-Pair-Share - In pairs students reflect on the
communication A fast train future for NSW
impact of growing transport autonomy
technologies are https://www.youtube.com/watc
used to connect • Each group share their ideas and a mind map is h?v=h7bMvkP5yLM
people to services, created on the board
information and • Students copy mind map into book or iPad
Volvo trucks
people in other
places https://www.youtube.com/watc
• In groups of four, students create their own new h?v=2Gc1zz5bl8I
- explanation of how transport technology on a poster
transport • Students include:
technologies connect - A sketch of the transportation Whiteboard marker
people to places - A description of what it is and why it is important
- An explanation of how it will improve
A3 paper
interconnection
- Who will develop it
- Potential negative impacts iPads

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 • Groups share their posters with the class

Technology •explains how • Logo quiz- Students complete a logo quiz using iPads
•investigate the way interactions and Kahoot
transportation and connections between • Students reflect on how they know different
Internet censorship
information and people, places and brands logos and the role of the internet for
communication interconnections https://www.theguardian.com/t
environments result echnology/datablog/2012/apr/1
technologies are RESOURCE ONE
in change GE4-3 6/internet-censorship-country-
used to connect
people to services, The internet list
information and • Google slides introduce the impact the internet
people in other has had on the world An internet minute- 2017
places • Class brainstorms initial thoughts on the
- examination of how https://www.visualcapitalist.com
internets role in connecting people to
information and /happens-internet-minute-2017/
information, services and people
communication
technologies • As a class, students examine the increasing An internet minute- 2018
increases people’s access of people to services, information and
connections to https://www.visualcapitalist.com
people through the internet
services, information /internet-minute-2018/
and people in other
places • Skills activity- Students compare an internet
An internet minute- 2019
minute using the provided infographs and
worksheet https://www.visualcapitalist.com
/what-happens-in-an-internet-
• The role of countries internet censorship and minute-in-2019/
students’ digital footprint is examined
• Students reflect on their own use of the internet Gaming addiction classified as
including gaming and social media disorder by WHO
• Using newspaper articles students explore issues

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 associated with increasing interconnections and https://www.bbc.com/news/tec
internet dependence hnology-42541404

• Exit slip- Could you live without technology?

How important is it to you everyday in eSafety issues
connecting you to services, information and https://www.esafety.gov.au/esaf
people? ety-information/esafety-issues

Technology •describes processes • Do now activity- Think-pair-share-share what are The economics of self-checkout
•investigate the way and influences that the positives and negatives of technology in https://theconversation.com/th
transportation and form and transform different places of the world? e-economics-of-self-service-
information and places and checkouts-78593
communication environments GE4-2
The impact of information and communication
technologies are technology
used to connect Coles installs cameras
people to services, • The term impact is defined as being both the https://www.news.com.au/finan
information and positives and negatives categorised as economic, ce/business/retail/coles-installs-
people in other environmental or social cameras-at-selfserve-checkouts-
places to-stop-people-stealing-
- assessment of the items/news-
• The positive and negative impact of ICT are
impact of increasing story/a54d11e0984e5ce07845c
considered
global connectivity 7eba46fe973
on people and places
• Focus is placed on the ethical issues of
autonomous cars and checkouts, employment
issues of automated jobs
• As a class newspaper articles are analysed to
make an assessment of the impact of technology

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 • Extension activity- Students investigate the
issues brought up at the start of the lesson and
assess their global impact
Technology •explains how The impact of information and communication War on Waste, Season 2,
•investigate the way interactions and technology Episode 2
transportation and connections between • Students are introduced to the concept of e- 11:28 - 32:20
information and people, places and waste and the impact technology has on the https://iview.abc.net.au/show/w
communication environments result environment ar-on-
technologies are waste/series/2/video/DO1724H0
in change GE4-3
used to connect 02S00
people to services, • Class watches part of War on Waste episode on
information and e-waste
people in other The benefits of recycling your
places • Students watch the Mobile Muster video clips to phone
- assessment of the understand the journey of technology when no
https://vimeo.com/265126147
impact of increasing longer in use
global connectivity • Class watches electronic afterlife
on people and places Extending the life of your phone
• Skills activity- using Google Earth student create https://vimeo.com/265124888
a journey from their home to Agbogbloshie
following their e-waste movement without The electronic afterlife
recycling technology
https://vimeo.com/104059452

• In groups of four, students create a proposal for

action Mobile Muster
- Students consider what would make them want https://www.mobilemuster.com.
to recycle their e-waste

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 • Students create a proposal to encourage their au/
peers and community to recycle their e-waste
through Mobile Muster
iPads
Technology •examines Mirror by Jeannie Baker
•investigate the way perspectives of RESOURCE TWO https://www.angusrobertson.co
transportation and people and m.au/books/mirror-jeannie-
The distribution of technology
information and organisations on a baker/p/9781406309140
communication • Mirror by Jeannie Baker is read to the class
range of geographical
technologies are • Whilst listening students complete a see-think-
issues GE4-4 Without a net
used to connect wonder table
people to services, • Students research Morocco and Sydney to https://www.youtube.com/watc
information and create a concept map of the difference between h?v=38H3_9vTNp0&list=PLJ4s77
people in other the two families VxZmQBnNpzQTnQLrPvorLZK2b
places WG&index=6
- examination of how • Class discusses the different experiences of
information and technology reflected in the book
communication • Students assess if Mirror is a true representation A3 paper
technologies of both places and their experience of
increases people’s technology
connections to
services, information
and people in other • Students watch the clip without a net
places • Class discusses how different individuals
experience technology within one country

• Students create their own poster (using various

modes) using the illustrations of Mirror as
inspiration

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 • On the left students use their own lives, and on
the right a country of their choosing

Technology •examines • Do now activity- 5 minute essay on how the iPads

perspectives of distribution of technology in the world impacts
•investigate the way
transportation and people and individuals interconnections
information and organisations on a
communication range of geographical
Into the future
technologies are issues GE4-4
used to connect • How much will technology change in your
people to services, lifetime?
information and • Students look at upcoming ICT technology
people in other
places
• Students design an app or website to improve
- assessment of the
interconnections where they see a gap
impact of increasing
• Students choose to target the connection of
global connectivity
people to services, information or people
on people and places
• Students create an inspiration board using
Google Docs to show their ideas

• Extension activity- Students select one upcoming

technology and examine the perspectives of the
public and the creators in releasing the new
product
Technology •examines • The class is given scenarios and completes a four
perspectives of corners activity
•investigate the way people and
transportation and organisations on a

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 information and range of geographical • Class is divided into four groups and given a
communication issues GE4-4 debate topic
technologies are
• Each group has a perspective they are debating
used to connect
from on the grounds of increasing global
people to services,
connectivity
information and
people in other
places • Group debates are held and class gives feedback
- assessment of the to peers
impact of increasing
global connectivity
on people and places • Exit slip- what have you learnt about
technology? What is one thing you may you do
differently?
Trade •describes processes • Do now activity- Riddle: A man buys a horse for The Silk Road
and influences that $60. He sells the horse for $70. He then buys
•investigate the ways form and transform https://www.youtube.com/watc
places and people are the horse back for $80. And he sells the horse h?v=vn3e37VWc0k
places and again for $80. How much profit did he make?
interconnected environments GE4-2
through trade in ($20)
goods and services The Columbian Exchange
across a range of What is trade https://www.youtube.com/watc
scales h?v=fw0olvF-0ic
- identification of trade • Students create a glossary of key trade
connections in terminology
Australia eg local • The scales of local, national and international The Trading Game
farmers markets, trade are introduced using Google Slides https://www.nationalgeographic
inter-state business .org/activity/the-trading-game/
• Video demonstrates the history of trade

• Skills activity- Students map the Silk Road and

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 Columbian Exchange and their trade items

• What does trade look like today? Students

empty their bags and make a list of the different
countries their belongings are made in

• Class plays the National Geographic Game: The

Trading Game

• Exit slip- what role has technology played in the

development of trade?
Trade •explains how Australia’s trade connections Australia’s trade statistics
interactions and
•investigate the ways • Students are introduced to Australia’s trade https://dfat.gov.au/trade/resour
places and people are connections between industry using Google Slides ces/trade-at-a-
interconnected people, places and • Intra and interstate business is explained glance/Pages/top-goods-
through trade in environments result services.aspx
goods and services in change GE4-3
across a range of • Australia’s changing trade landscape is explained
scales with the manufacturing of cars in Australia used Holden closure
- identification of trade as an example https://www.abc.net.au/news/2
connections in 017-10-08/holden-closure-
Australia eg local australia-history-car-
• Skills activity- Using supporting worksheet,
farmers markets, manufacturing/9015562
students identify Australia’s major imports and
inter-state business
exports through the analysis of statistics

• Australia’s agriculture industry is explained

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 • Students explain the impact seasons have on the
production of particular products
Trade •discusses Australia’s interstate trade case study Sydney Food Bowl
management of
•investigate the ways places and • Google slides introduces Australia’s farming http://www.sydneyfoodfutures.
places and people are environments for industry as an important interstate trade net/interactive-maps/
interconnected their sustainability industry
through trade in GE4-5
goods and services Interstate quarantine
across a range of • Skills activity- Students interpret Sydney Food https://www.interstatequarantin
scales Bowl maps e.org.au/
- identification of trade
connections in • Dairy farms case study is introduced
Australia eg local • Video clips from articles explain the impact of NSW drowning in dust
farmers markets, the current drought on dairy farmers https://www.abc.net.au/news/2
inter-state business 019-03-12/state-of-the-drought-
is-not-good/10876716
• Newspaper articles are used to discuss drought
management strategies to support dairy
farmers trade Woolworths removes $1 milk
from shelves
https://www.wollondillyadvertis
er.com.au/story/5910394/macar
thur-dairy-farmer-praises-
woolworths-decision-to-remove-
1-milk-from-shelves/

Coles begins hand-out

https://www.abc.net.au/news/r

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 ural/2019-01-21/supermarket-
coles-begins-hand-out-of-
drought-milk-money/10732092

Drought management
https://www.dpi.nsw.gov.au/__
data/assets/pdf_file/0003/1659
54/dairying-and-drought.pdf
Trade •describes processes • Do now activity- Students complete a cartoon Containerisation: the most
•investigate the ways and influences that analysis influential invention that you’ve
places and people are form and transform never heard of
interconnected places and https://www.youtube.com/watc
environments GE4-2 International trade
through trade in h?v=F-ZskaqBshs&t=171s
goods and services • Australia’s key international trade links are
across a range of identified and mapped
scales • Class is introduced to why international trade is
- examination of a so important
country’s trade links • Specialisation is introduced and discussed in
with other countries relation to Australia’s exports and imports
eg major trade
partners, sources of
• Containerisation is introduced through video clip
raw materials
• Students reflect on the importance of
transportation technology for trade
developments

• Class identifies and maps the world’s major

trade partners and Australia’s position in this

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 into a table

• Extension activity- Students explain why the

shipping of containers remains more effective
than planes
Trade •explains how Life saver production returns to
RESOURCE THREE
interactions and Australia
•investigate the ways connections between Commodity chain
places and people are people, places and https://www.abc.net.au/news/2
interconnected • Students are introduced to the commodity chain 019-04-12/life-savers-
environments result and how to ‘follow the things’
through trade in in change GE4-3 production-returns-to-
goods and services • Definitions of commodity, commodity chain and australia/10994074
•examines follow the things are given
across a range of perspectives of
scales people and
- examination of a The life cycle of a t-shirt
organisations on a • In groups students become geographical
country’s trade links range of geographical detectives and investigate the commodity chain https://www.youtube.com/watc
with other countries issues GE4-4 of a particular product h?v=BiSYoeqb_VY
eg major trade • Students add to a collaborative Google Slides to
partners, sources of share their findings
raw materials Slazenger tennis balls
• Activity is scaffolded to support all students’
- analysis of spatial completion of task https://www.theguardian.com/s
patterns of global port/2002/jun/24/tennis.wimble
trade eg countries of don20027
production and
consumption, global
shipping and freight
routes
Trade •examines Spatial patterns Busiest shipping lanes
•investigate the ways perspectives of • A large proportion of the world goods are https://www.insidermonkey.co
places and people are people and transported by ships daily m/blog/the-10-busiest-shipping-

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 interconnected organisations on a • The importance of ships is explained lanes-in-the-world-332112/
through trade in range of geographical • The impact of piracy on trade movements is
goods and services issues GE4-4 described
across a range of
scales
- analysis of spatial • Skills activity- students use an encyclopedia to
patterns of global map the largest shipping routes and identify
trade eg countries of common areas of piracy
production and
consumption, global • Students examine the impact piracy has on trade
shipping and freight industries and communities
routes

Assessment Details Outcomes

Students research and explain the social, economic and environmental
impacts of tourism on Bali. Task is completed through a series of
questions and an extended response.
Support is given in class for the task’s completion.
• explains how interactions and connections between people,
places and environments result in change GE4-3
• acquires and processes geographical information by selecting
and using geographical tools for inquiry GE4-7
• communicates geographical information using a variety of
strategies GE4-8

Evaluation of teaching and learning

This unit of work has placed significant focus on the development of students personal and social capabilities, and effective inquiry using
information and communication technology. A variety of teaching and learning strategies have been used to target students’ literacy, numeracy

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and geographical inquiry skills. The engagement and creativity of diverse learners is supported by differentiated products.

Upon reflection of this unit of work some activities created would not be achievable within a lesson, stretching this unit beyond its scope and
sequence time frame. This unit of work could have included a project-based learning task used as the summative assessment using students
understanding and connection of transport and trade.

REFERENCE LIST
Bliss, S. (2017). Interconnections. Geography Teachers Association New South Wales. Retrieved from
https://www.gtansw.org.au/files/prof_learning/2017/GTA-conference/Session-4/4.1%20Interconnections%20Dr%20Susan%20Bliss.pdf

Finley, T. (2014). 53 ways to check understanding. Edutopia. Retrieved from https://www.edutopia.org/blog/dipsticks-to-check-for-understanding-

todd-finley

NSW Department of Education. (2006). Quality teaching in NSW public schools: a classroom practice guide. NSW Government.

NSW Education Standards Authority. (2015). Geography K-10 syllabus. NESA. Retrieved from
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/hsie/geography-k-10

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RESOURCE ONE
https://docs.google.com/presentation/d/1riVLlpObZa3EPaWD3gieHq6g-3wgb1il81jIqinB2Rw/edit?usp=sharing

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Could you last a day without technology? Why/why not
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________

How important is the internet for Australia to connect with information, services and other people? Explain
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________

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 AN INTERNET MINUTE

In your books answer the following

a. Identify which applications/websites have significantly increased and decreased in popularity over the 3 years. Give reasons why this may
have occurred.
b. Explain how an internet minute shows our connection to information, services and other people
c. Describe which applications/websites you use the most. How long have you used them? Do you think you will be using them in 3 years,
why/why not?

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RESOURCE TWO
https://docs.google.com/presentation/d/16gQXT3mQOF1ftYLSZiWYnygm2xwQedQaO0gjvrNqZ5M/edit?usp=sharing

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RESOURCE THREE

TASK
A commodity is a product or
Production: making or
service that is traded through In your groups you will be given a particular
manufacturing item/brand to investigate and follow the
the economy
commodity chain.

Distribution: packing and

The commodity chain is the sending Using the key words and websites provided, you
flow of a product or service at will be identifying the process from the beginning
each point during production, of the products design to when it reaches
Consumption: purchasing and Australian stores.
distribution and consumption
using
The QR code will take you to the collaborative
Following the things is a geographical
Google Slides. Each group will create a
approach to analysing commodity presentation to share their geographical findings.
chains. Geographers are concerned
with identifying the interconnected
processes that create economic,
social, cultural and environmental
relationships

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https://docs.google.com/presentation/d/1DqNKbr8Uyc_fygqbp5DlG_wo-v52CBal3h8YNnWoapE/edit?usp=sharing

Collaborative Slides

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