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

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.
Start with the revision notes summary, then attempt: Describe the global pattern of calorie intake.
Your student states one thing they learned and one question they still have about food resources.
Quick recap: write 3 key points from Lesson 1 on food resources. Check them against the notes below.
| Term | Meaning | Example |
|---|---|---|
| North America | 3,700+ kcal | Highest intake globally; significant food waste; high meat consumption |
| Europe | 3,400+ kcal | Well above minimum; diverse diet; EU agricultural subsidies |
| East Asia | 3,100+ kcal | Rapid improvement; China's intake doubled since 1960s |
| South Asia | 2,500 kcal | Around minimum; high vegetarian rates; seasonal shortages |
| Sub-Saharan Africa | 2,200 kcal | Below minimum in many countries; chronic malnutrition |
| Central Africa | <2,100 kcal | Lowest intake; conflict and drought affect production |
| Climate | Drought, flooding, and extreme temperatures damage crops and reduce yields | The 2011 Horn of Africa drought affected 13 million people with crop failures |
| Soil fertility | Infertile soils (sandy, acidic, leached) produce lower yields | Tropical rainforest soils are nutrient-poor once forest is cleared |
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.
Your student teaches the key points back to you without looking. Fill any gaps immediately.
Recall the key terms: Key Concept, Key Contrast, Geography Exam Tips — Food Resources. Define each in one sentence.
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.
Review any questions answered incorrectly. Identify whether the error was knowledge, method, or reading the question.
Review what these command words require: state (one point), describe (say what happens), explain (say why), compare (both sides), evaluate (judgement).
Attempt a past-paper style question on food resources from the exam board past paper finder (see Resources), then mark it against the scheme.