Smart consumers 4 a smart future: My eco-kitchen rules

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Year level 9 Sustainability Science Geography Digital Technologies Economics and business

Launch digital resource

Students investigative a challenge based on popular reality television programs where individuals compete to plan, cook and present meals given a budget.

This sustainability focused resource teaches students about being responsible consumers while exploring a range of real-life issues.

Students develop their understanding of natural, balanced ecosystems and to decide which agricultural and fishing practices are more sustainable. Students will also develop consumer and financial knowledge and understandings that will assist them to make informed sustainable choices.

The resource can be completed as a whole class, in small groups or individually with teacher direction, and as an independent assessment task. A suggested marking rubric is provided in the resource.

Curriculum alignment

Year 9

Learning area: Science

Content descriptions

Strand: Science Understanding

  • Sub-strand: Biological sciences
    • Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems (ACSSU176)

Strand: Science as a Human Endeavour

  • Sub-strand: Use and influence of science
    • People use scientific knowledge to evaluate whether they accept claims, explanations or predictions, and advances in science can affect people‚Äôs lives, including generating new career opportunities (ACSHE160)

Strand: Science Inquiry Skills

  • Sub-strand: Evaluating
    • Critically analyse the validity of information in primary and secondary sources and evaluate the approaches used to solve problems (ACSIS172)

Learning area: Economics and Business

Content descriptions

Strand: Knowledge and Understanding

  • The nature of innovation and how and why businesses seek to create and maintain a competitive advantage in the market, including the global market (ACHEK041)

Strand: Economics and Business Skills

  • Sub-strand: Questioning and research
    • Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES043)
  • Sub-strand: Interpretation and analysis
    • Analyse data and information in different formats to explain cause-and-effect relationships, make predictions and illustrate alternative perspectives (ACHES045)
  • Sub-strand: Economic reasoning, decision-making and application
    • Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES046)
    • Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES047)
  • Sub-strand: Communication and reflection
    • Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts (ACHES048)
    • Reflect on the intended and unintended consequences of economic and business decisions (ACHES049)

Learning area: Geography

Content descriptions

Strand: Knowledge and Understanding

  • Unit 1: Biomes and food security
    • Human alteration of biomes to produce food, industrial materials and fibres, and the use of systems thinking to analyse the environmental effects of these alterations (ACHGK061)
    • 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)
    • Environmental, economic and technological factors that influence crop yields in Australia and across the world (ACHGK062)
  • Unit 2: Geographies of interconnections
    • The ways that places and people are interconnected with other places through trade in goods and services, at all scales (ACHGK067)
    • The effects of the production and consumption of goods on places and environments throughout the world and including a country from North-East Asia (ACHGK068)
    • Interpret and analyse multi-variable data and other geographical information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to make generalisations and inferences, propose explanations for patterns, trends, relationships and anomalies, and predict outcomes (ACHGS067)

Strand: Geographical Skills

  • Sub-strand: Reflecting and responding
    • Reflect on and evaluate findings of an inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS071)

Learning area: Design and Technologies

Content descriptions

Strand: Knowledge and Understanding

  • Investigate and make judgements on the ethical and sustainable production and marketing of food and fibre (ACTDEK044)

General capabilities

Level 6: Typically, by the end of Year 10, students:

  • Literacy:
    • navigate, read and view a wide range of more demanding subject- specific texts with an extensive range of graphic representations
    • listen to a range of extended spoken and audio texts and respond to, interpret and evaluate ideas, information and opinions
    • interpret and evaluate information within and between texts, comparing and contrasting information using comprehension strategies
    • use pair, group and class discussions and formal and informal debates as learning tools to explore ideas, compare solutions, evaluate information and ideas, refine opinions and arguments in preparation for creating texts
    • use comprehensive knowledge of the structure and features of learning area texts to comprehend and compose complex texts in innovative ways, using conventions for citing others
    • plan, research, rehearse and deliver presentations on more complex issues and learning area topics, combining visual and multimodal elements creatively to present
      ideas and information and support opinions and engage and persuade an audience
    • develop higher order concepts in academic texts through language features that compact and generalise ideas
    • use subject-specific vocabulary to express abstract concepts, and refine vocabulary choices to discriminate between shades of meaning
  • Numeracy
    • evaluate financial plans to support specific financial goals
  • ICT
    • select and use a range of ICT independently and collaboratively, analyse information to frame questions and plan search strategies or data generation
    • use advanced search tools and techniques or simulations and digital models to locate or generate precise data and information that supports the development of new understandings
    • select and use ICT to articulate ideas and concepts, and plan the development of complex solutions
    • select and use a range of ICT tools efficiently and safely to share and exchange information, and to collaboratively and purposefully construct knowledge
  • Critical and Creative Thinking
    • pose questions to critically analyse complex issues and abstract ideas
    • clarify complex information and ideas drawn from a range of sources
    • give reasons to support their thinking, and address opposing viewpoints and possible weaknesses in their own positions
    • balance rational and irrational components of a complex or ambiguous problem to evaluate evidence
    • analyse reasoning used in finding and applying solutions, and in choice of resources
    • use logical and abstract thinking to analyse and synthesise complex information to inform a course of action
    • evaluate the effectiveness of ideas, products and performances and implement courses of action to achieve desired outcomes against criteria they have identified
  • Personal and Social Capability
    • establish personal priorities, manage resources effectively and demonstrate initiative to achieve personal goals and learning outcomes
    • develop and apply criteria to evaluate the outcomes of individual and group decisions and analyse the consequences of their decision making
    • plan, implement and evaluate ways of contributing to civil society at local, national regional and global levels
  • Ethical Understanding
    • distinguish between the ethical and non-ethical dimensions of complex issues
    • investigate reasons for clashes of beliefs in issues of personal, social and global importance
    • analyse the objectivity or subjectivity behind decision making where there are many possible consequences
    • use reasoning skills to prioritise the relative merits of points of view about complex ethical dilemmas
  • Intercultural Understanding
    • present a balanced view on issues where conflicting views cannot easily be resolved