Young Scientists Case Studies—Part 2
The activity
Create a set of cards from the student worksheet, enlarging if possible, for use with the class.
Introduce this activity by discussing with students that twelve plant species and six animal species alone provide more than 70% of all human food.
- 1. In small groups, or as a class, ask students to brainstorm which plant and animal species may be included in this list of 18 species (Clue: all species are land based ie. not fish).
- Once students have developed a list, hand out the cut out cards on the Student Worksheet to some of the students.
- Ask these students to hold up these cards and line up at the front of the room in order from the 1st — 12th top agricultural crop species, and 1st — 6th top livestock species produced across the world (measured in million metric tons).
- Determine how many of the species they brainstormed were correct. Discuss the differences and reasons for them.
- Discuss as a class where these plants and animals are grown in the world. Which of these do they eat regularly?
- It is most likely that Europe's entire potato crop in the 1800s originated from only two plants brought back to Europe by the Spaniards. This lack of genetic diversity is almost certainly one of the causes of the devastating potato blight of the early 19th century.
As a class discuss why biological (and genetic) diversity is important in the plants and animals we rely on for food.
Answer: It increases the capability of plants and animals to adapt and prosper in localized conditions. It also allows present and future generations to survive unpredictable environmental changes such as climate change or disease and continue to meet human needs.
To download the full version of this activity go to www.landlearn.net.au/curriculum click on Biodiversity. The full version includes:
- an additional student worksheet about the top animal and plant species
- tables detailing the top twelve agricultural crops and six livestock products produced in the world and Australia.
This activity will be included in a new LandLearn Resource available in late 2010: Food for the Future.
Extension activity – Humanities Geography
Investigate where in the world each of these crop or livestock species is produced using the Food and Agriculture Organization of the United Nations website (http://faostat.fao.org > production).
- Identify the largest producers (eg. the top four) and map the results on a world map.
- Using an appropriate symbol, depict on the map which country is the highest producer of each food species.
- List the top crops produced in Australia (in quantity and value).
- Investigate the factors influencing why certain types of crops are grown in some countries. Draw up a table to summarise the findings.
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Biodiversity on a Plate—Worksheet
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