Unit 10 Β· Week 7
π― Week 7: Assessment Launch β Cash Crop Inquiry
Students are introduced to the summative assessment: researching a global cash crop and creating an informative poster. This week focuses on understanding the task, selecting a crop, and beginning foundational research.
Focus Question
What is a cash crop, and how does it connect to our unit?
π― Learning Intentions
- Understand what a cash crop is
- Select a cash crop for research
- Begin research on geography and economics
- Learn to find and validate sources
β Success Criteria
- I can define "cash crop"
- I have selected my cash crop
- I have started research for Sections A & B
- I can find valid sources and statistics
π Assessment Task
- Product: A3 poster or digital presentation
- Focus: Global cash crop investigation
- Sections: Geography, Economics, NZ Links
NgΔ Mahi - Week 7 Activities
1. Assessment Introduction (20 mins)
Activity: Hand out the "Global Cash Crop Investigation Poster" brief and marking rubric. Review the assessment requirements together.
- Read through the assessment brief together
- Review the marking rubric (4 criteria: Content & Research, Social & Ethical Analysis, Visual Communication, NZC Concepts)
- Clarify expectations: A3 poster or digital (Google Slides, Canva)
- Explain the three required sections: A (Geography & Production), B (Economics & Trade), C (Aotearoa Link)
- Answer student questions
2. Class Brainstorm: What is a Cash Crop? (15 mins)
Activity: Class discussion to define "cash crop" and understand the concept.
- Brainstorm: What is a cash crop?
- Key idea: Grown for export/profit, not local subsistence
- Examples: Coffee, Cocoa, Palm Oil, Cotton, Sugar, Bananas
- Discuss: How is this different from staple foods?
3. Crop Selection (15 mins)
Activity: Students select their cash crop for research.
- Present examples: Coffee, Cocoa, Palm Oil, Cotton, Sugar, Bananas, Tea
- Students choose their crop (or suggest another with teacher approval)
- Record choices to avoid too many duplicates
- Differentiation: Provide a list of potential cash crops and starting websites
4. Research Skills: Finding Valid Sources (20 mins)
Activity: Mini-lesson on how to find valid sources and statistics.
- What makes a source reliable? (government, academic, reputable organizations)
- How to find statistics (FAO, World Bank, trade organizations)
- Creating a basic bibliography template
- Practice: Find one statistic about your chosen crop
5. Numeracy: Understanding Large Numbers (15 mins)
Activity: Practice reading and understanding large numbers in economic data.
- Examples: "$20 billion global market"
- How to read: billions, millions, percentages
- Practice: Convert and compare large numbers
- Why this matters: Understanding scale of global trade
6. Begin Research: Sections A & B (30 mins)
Activity: Students begin foundational research for their poster.
- Section A (Geography & Production): Origin, current production, environmental factors, process from harvest to export
- Section B (Economics & Trade): Choose at least one: Global value, Supply chain, Key players (monopoly?), Price & scarcity connection
- Use research skills learned earlier
- Take notes and record sources in bibliography template
π‘ Tip: For Section B, students should choose at least ONE area to research in-depth. They don't need to cover all four (Global Value, Supply Chain, Key Players, Price & Scarcity) - quality over quantity!
π‘ Differentiation Strategies
- Lower support: Provide a list of potential cash crops and starting websites, scaffolded research templates, work in pairs
- Extension: Challenge students to find NZ import data, research price fluctuations, investigate ethical issues
- Cultural connection: Encourage students to consider MΔori perspectives on trade and food systems