AC9HG9K02 Year 9 Humanities and Social Sciences

AC9HG9K02 – Year 9 Humanities and Social Sciences: Biomes and food security

Strand

Knowledge and understanding

Substrand

Biomes and food security

This Content Descriptor from Year 9 Humanities and Social Sciences provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

the effects on environments of human alteration of biomes to produce food, industrial materials and fibres

Elaborations

• identifying the biomes in Australia and a country in Asia that produce some of the foods and plant material people consume
• explaining the differences between natural and agricultural ecosystems in flows of nutrients and water, and in biodiversity; for example, the tropical rainforest biome in Indonesia produces food such as fruit, grains, nuts, vegetables and spices, and non-food products such as wood, rubber, coffee, chocolate and palm oil
• explaining how human alteration of biomes (for example, drip irrigation, fertilisers, pesticides, genetically modified seeds, agrobiotics, terracing, and controlling erosion and overgrazing) has increased agricultural productivity in Australia and a country in Asia

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASHASGEOY9

Year 9 Humanities and Social Sciences Achievement Standard

By the end of Year 9, students explain how peoples’ activities or environmental processes change the characteristics of places. They explain the effects of human activity on environments, and the effects of environments on human activity. They explain the features of biomes’ distribution and identify implications for environments. They analyse the interconnections between people and places and environments. They identify and explain how these interconnections influence people, and change places and environments. Students analyse strategies to address a geographical phenomenon or challenge using environmental, social or economic criteria. Students develop a range of questions about a geographical phenomenon or challenge. They collect, represent and compare relevant and reliable geographical data and information by using a range of primary research methods and secondary research materials in a range of formats. They interpret and analyse data and information to explain patterns and trends and infer relationships. They draw evidence-based conclusions about the impact of the geographical phenomenon or challenge. They develop and evaluate strategies, predict impacts and make a recommendation. Students use geographical knowledge, concepts, terms and digital tools as appropriate to develop descriptions, explanations and responses that acknowledge research findings.