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food resources

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4 detailed 50-minute lessons with teaching scripts, worked examples, parent guides, and assessment criteria.

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Lesson Overview

Total Lessons: 4
Tier: Foundation and Higher
Duration: 50 minutes per lesson (200 minutes total)
Exam Boards: AQA, Edexcel, OCR, Eduqas, CCEA

Learning Objectives

Prerequisites

Materials & Equipment

Lesson 1: Introduction: food resources

Duration: 50 minutes

Starter Activity (5 minutes)

Quick Recall

Write down everything you already know about food resources. Then check against the key terms: Key Concept, Key Contrast, Geography Exam Tips — Food Resources. Use a mini-whiteboard or paper.

Main Content (35 minutes)

Parent/Teacher Guide:
Before lesson: Read the script below. Pre-teach key vocab: Key Concept, Key Contrast, Geography Exam Tips — Food Resources.
If stuck: Re-read the revision notes (link above), then break the content into smaller steps.
Extension: See the Stretch & Challenge ideas in Lesson 4.
Teaching Script (35 mins):
Mins 0-5 - Hook: "Today: food resources. By the end you will be able to answer exam questions on it unaided. It connects to the rest of Geography because the ideas here recur across the spec."
Mins 5-20 - Direct Instruction: Work through the core ideas below one at a time; after each, ask your student to explain it back in their own words.
Mins 20-30 - Guided Practice: Model the worked example together, then let your student attempt the first practice question with guidance.
Mins 30-35 - Independent Practice: 2-3 practice questions from Lesson 3 below, with immediate feedback.
First Look

Start with the revision notes summary, then attempt: Describe the global pattern of calorie intake.

Plenary (5 minutes)

Check Out

Your student states one thing they learned and one question they still have about food resources.

Lesson 2: Core Concepts: food resources

Duration: 50 minutes

Starter Activity (5 minutes)

Review Previous Lesson

Quick recap: write 3 key points from Lesson 1 on food resources. Check them against the notes below.

Main Content (35 minutes)

Key Concept: There are stark global inequalities in food consumption. The average daily calorie intake varies from over 3,700 kcal in the USA to under 2,100 kcal in countries like Burundi and Eritrea. The FAO recommends a minimum of approximately 2,350 kcal per day for a healthy active life.
Definition: The Green Revolution (1960s-80s) introduced high-yielding crop varieties (HYVs), chemical fertilisers, pesticides, and irrigation to increase food production, particularly in Asia and Latin America.
Key Contrast: Subsistence farming produces enough food for the farmer's family with little surplus for sale. Commercial farming produces crops or livestock for sale at profit, usually on a large scale with modern inputs.
Definition: Sustainable food production means producing enough food for the current population without degrading the environment or compromising the ability of future generations to meet their needs.
Geography Exam Tips — Food Resources: 1. For Food Resources questions, always name specific case studies with factual detail 2. Use geographical terminology precisely (e.g. specific processes, not vague descriptions) 3. Consider social, economic and environmental perspectives in your evaluations 4. Support your points about Food Resources with data, statistics or named examples 5. For 'assess' or 'evaluate' questions, reach a clear judgement supported by evidence
TermMeaningExample
North America3,700+ kcalHighest intake globally; significant food waste; high meat consumption
Europe3,400+ kcalWell above minimum; diverse diet; EU agricultural subsidies
East Asia3,100+ kcalRapid improvement; China's intake doubled since 1960s
South Asia2,500 kcalAround minimum; high vegetarian rates; seasonal shortages
Sub-Saharan Africa2,200 kcalBelow minimum in many countries; chronic malnutrition
Central Africa<2,100 kcalLowest intake; conflict and drought affect production
ClimateDrought, flooding, and extreme temperatures damage crops and reduce yieldsThe 2011 Horn of Africa drought affected 13 million people with crop failures
Soil fertilityInfertile soils (sandy, acidic, leached) produce lower yieldsTropical rainforest soils are nutrient-poor once forest is cleared

Practice (10 minutes)

Q: Describe the global pattern of calorie intake.

Answer: Global calorie intake is highest in North America (3,700+ kcal/day) and Europe (3,400+ kcal), well above the minimum of 2,350 kcal. Intake is lowest in sub-Saharan Africa and Central Africa (below 2,100 kcal), where many people are chronically undernourished. NEEs like China have seen rapid improvement (intake doubled since the 1960s). There is also a dual burden in some countries where undernutrition and obesity coexist.

Plenary (5 minutes)

Explain Back

Your student teaches the key points back to you without looking. Fill any gaps immediately.

Lesson 3: Application: food resources

Duration: 50 minutes

Starter Activity (5 minutes)

Quick Recall

Recall the key terms: Key Concept, Key Contrast, Geography Exam Tips — Food Resources. Define each in one sentence.

Main Content (35 minutes)

Parent/Teacher Guide: Let your student attempt each question alone first, then compare with the model answer. Award method marks for correct working even if the final answer is wrong.

Q1: Describe the global pattern of calorie intake.

Answer: Global calorie intake is highest in North America (3,700+ kcal/day) and Europe (3,400+ kcal), well above the minimum of 2,350 kcal. Intake is lowest in sub-Saharan Africa and Central Africa (below 2,100 kcal), where many people are chronically undernourished. NEEs like China have seen rapid improvement (intake doubled since the 1960s). There is also a dual burden in some countries where undernutrition and obesity coexist.

Q2: Explain two physical factors that affect food supply in LICs.

Answer: Factor 1: Climate - droughts cause crop failure and water scarcity, particularly in the Sahel and Horn of Africa. The 2011 Horn of Africa drought affected 13 million people. Factor 2: Pests and diseases - the 2019-20 desert locust outbreak in East Africa destroyed crops that would have fed 20+ million people. Both factors are worsened by climate change, which increases the frequency and severity of extreme weather events.

Q3: What was the Green Revolution? Assess its advantages and disadvantages.

Answer: The Green Revolution (1960s-80s) introduced high-yielding crop varieties, chemical fertilisers, pesticides, and irrigation to increase food production, especially in Asia. Advantages: wheat yields in India tripled; India became food self-sufficient; millions were saved from famine; food prices fell. Disadvantages: expensive inputs excluded poor farmers; chemical use caused pollution and health problems; monoculture reduced genetic diversity; and it did not address the root causes of poverty and inequality.

Q4: Explain how food waste contributes to food insecurity and describe one strategy to reduce it.

Answer: One-third of food produced globally is wasted, meaning land, water, and energy used to produce it are also wasted. In HICs, waste is mainly at retail/consumer level (supermarkets rejecting imperfect produce; households over-buying). In LICs, waste occurs during storage/transport due to poor infrastructure (up to 40% post-harvest loss in sub-Saharan Africa). Strategy: France banned supermarkets from throwing away unsold food in 2016, requiring them to donate it to charities, reducing waste and redirecting food to those in need.

Q5: "Biotechnology is the best solution to global food insecurity." How far do you agree?

Answer: Biotechnology offers significant benefits: GM crops can resist pests, tolerate drought, and contain added nutrients (e.g. Golden Rice with vitamin A). This could address specific deficiencies and increase yields in challenging conditions. However, it is not the best solution alone because: GM seeds are expensive and controlled by TNCs; there are concerns about environmental risks and long-term health effects; it does not address the root causes of food insecurity (poverty, conflict, trade inequality); and many LICs lack the regulatory frameworks to manage GM safely. A combination of strategies (appropriate technology, reducing waste, sustainable farming, fairer trade) alongside carefully regulated biotechnology would be most effective.

Q6: Describe three strategies for sustainable food production and explain their benefits.

Answer: Strategy 1: Organic farming avoids artificial chemicals, uses crop rotation and natural pest control, increasing biodiversity and reducing water pollution. Strategy 2: Precision farming uses GPS, drones, and sensors to apply exact amounts of water and chemicals, reducing waste by up to 80% while increasing yields by 10-15%. Strategy 3: Agroforestry combines trees with crops, improving soil health, providing shade, and increasing total yield per hectare while sequestering carbon.

Plenary (5 minutes)

Error Review

Review any questions answered incorrectly. Identify whether the error was knowledge, method, or reading the question.

Lesson 4: Exam Practice: food resources

Duration: 50 minutes

Starter Activity (5 minutes)

Command Words

Review what these command words require: state (one point), describe (say what happens), explain (say why), compare (both sides), evaluate (judgement).

Main Content (35 minutes)

Exam-Style Question

Attempt a past-paper style question on food resources from the exam board past paper finder (see Resources), then mark it against the scheme.

Exam Tips: Always use specific data (calorie figures, percentages) when describing global patterns | For Green Revolution questions, give both sides - it increased production but also created problems | Use named examples: India for Green Revolution, locusts in East Africa, France for food waste | Higher mark questions need evaluation - consider whether strategies are truly sustainable | Remember the difference between food insecurity (lack of reliable access) and famine (extreme shortage) | Link food security to other topics: climate change, population, development, trade
Common Errors: Watch Out! Students often write vague answers without specific geographical evidence. Wrong: Writing generalised statements like 'it causes problems' Correct: Using specific data and named examples, e.g. 'the 2010 Haiti earthquake killed over 200,000 people due to poor building quality' Students often confuse causes and effects. Wrong: Mixing up what caused the event with what resulted from it Correct: Clearly separate causes (why it happened) from effects (what happened as a result) Students often describe rather than evaluate. Wrong: Listing strategies without assessing their effectiveness Correct: Weighing up strengths and weaknesses of each approach and reaching a supported judgement
Stretch & Challenge (Grade 8-9):
  • Synoptic links: explain how food resources connects to another Geography topic you have studied
  • Real-world: research one real-world use or example of food resources
  • Critical: "What are the limitations of the models used in food resources?"

Plenary (5 minutes)

Assessment Criteria
  • Got it: Confident explanation + correct worked examples
  • Getting there: Main points OK, needs support with detail
  • Not yet: Confused on key concepts - re-run Lesson 2

Homework & Consolidation

Recommended Resources

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