| Singapore School, Kebon JerukAffiliated to Singapore International School (Indonesia) |
INTERDISPLINARY PROJECTS
TERM 1
AY. 2013-2014

Name:____________________________________ | LEVEL: Secondary | Subject/s: 1. A-Math 2. Bahasa Indonesia 3. Biology 4. Business Studies 5. Chemistry | 6. Chinese Language 7. Extended Math 8. FLE 9. Geography 10. Physics | | | Teacher in charge: Subject teacher in chargeA Math, E-Math, Physics:Business Studies, Economics and GeographyBiology and Chemistry FLE Bahasa Indonesia:Chinese Language | Ms. Syafrina MachfudMr. Suresh Ms. Syafrina Mr. Abner (Upper secondary), Ms Jaimi (Lower Secondary)Mr. Jeff (Upper secondary) and Ms Moneth (Lower Secondary)Ms. Titik (upper secondary), Ms Ice (Lower Secondary)Mr Gao WG (Upper secondary), Gao DZ (Lower secondary) |
Note: Please contact your subject teacher for specific subject requirement |

1. Background
To celebrate the World Food Day on 16 October 2013, the IDP will derive the ideas from the Global Food Crisis. More than 842 million people in the world are undernourished. The Global Food Crisis presents a challenge to those working to alleviate world poverty. The full extent of its causes and effects are still far from totally understood and there is significant debate about the most effective and fairest ways to tackle the Crisis. What is clear is the extent of rising food prices. For example between the start of 2006 and mid 2008 the average world price of wheat rose by 136% and rice by 217%. Price rises of this magnitude are a shock to any household budget, but they have had an especially severe impact on the 2.7 billion poor people in the world. Poor people typically spend 80% of their incomes on food. They face a desperate crisis when prices rise so rapidly.

2. Objectives: 2.1 Explore the causes, impact and solutions of the Global Food Crisis. This controversial and contemporary issue challenges how we think about humanitarian relief, global poverty and development.

2.2 Evaluating the reasons behind the Global Food Crisis and to be part of its solution through critical and ongoing engagement with the actions being taken to alleviate the Crisis.
3.Task
3.1 Form a group consist of 7-8 people (secondary 4) 4 people/group (secondary 3), 3-4 people (secondary 1 and 2) 3.2 Use a country as a case study to: 3.3.1 Explain why a country faces scarcity and suggest solutions to this problem 3.3.2 Research and assess the impact of rising food prices on families and communities of the country 3.3.3 Critically examine the underlying causes of the Global Food Crisis on particular country 3.3.4 Evaluate how food aid agencies are working to tackle the Global Food Crisis on the country. 3.3 Recorded your findings in a video format to be up loaded in You Tube or Any other social media such Facebook, Flickr, etc. Video duration is approximately between 5-15 minutes. 3.4 Make a personal policy recommendation to be sent to a country’s local Administrator (both written (for language report) and verbal via video) 3.5 Write references and bibliography (if needed)

4. Subject specific requirements
A. SECONDARY 4 4.1 A-Math | Use the data from a case study to discuss how resources can be used and managed effectively in a country that experience food shortages and crisis by using differentiation theory | 4.2 Bahasa Indonesia | In Bahasa IndonesiaWrite formal recommendation letter to a country’s local administration about how to tackle the global food crisis | 4.3 Business Studies | a. Use the case study to explain how resources can be used and managed to help a country in crisis to achieve their objectives b. Suggest method of production that can be used to help a country to tackle food crisis and improving efficiency | 4.4 Biology | Describe possible causes and consequences of diseases that are diseases related to malnutrition | 4.5 Chemistry | a. State other health problem that commonly experienced by undernourished countries b. Describe the adverse effect of common pollutant c. State the source of each of these pollutants | 4.6 Chinese Language | Write in Chinese a formal recommendation letter to a country’s local administrator about how to tackle global food crisis | 4.7 Economics | Use the country study to : a. Describe how the GDP is calculated b. Discuss impact of inflation on food supply that create food shortages and crisis | 4.8 English | Write a formal letter to a country’s local administrator to suggest some personal recommendation of solution to tackle the global food crisis | 4.9 Extended Math | a. Interpret and use conversion graphs of GDP of undernourished countries b. Draw graphs to represent world food consumption | 4.10 Geography | Use the case study to:a. Explain the human and physical causes of food shortages, and the effects that food shortages haveb. Explain how the WFP (World Food Program) offers a solution to food shortagesc. Explain how the Green Revolution attempted to offer a solution to food shortages | 4.11 Physics | Describe the use of electricity in a country of case study as indicator of quality of living |

B. SECONDARY 3

4.2 Bahasa Indonesia | In Bahasa Indonesia Write formal recommendation letter to a country’s local administration about how to tackle the global food crisis | 4.3 Business Studies | Use the case study to: a. Describe and classify business activity in terms of primary, secondary and tertiary sectors b. Demonstrate an awareness of the changes that have taken place in these sectors within unnourished country | 4.4 Biology | a. Design a sustainable nutritional/feeding program plan that would use locally grown resources b. Create a list of food alternatives to economically identified “overpriced” food with locally grown products | 4.5 Chemistry | Design and create a working model of a water purifier that could be used by people in low-income countries. Consider: factors: a) affordable b) effective c) lightweight d) durable | 4.6 Chinese Language | Write Chinese poem to raise awareness about global food crisis | 4.7 Economics | Use the case study to: a. Define the nature of the economic problem (finite resources and unlimited wants) b. Describe the allocation of resources in these countries | 4.8 English | Write a formal letter to a country’s local administrator to suggest some personal recommendation of solution to tackle the global food crisis | 4.9 Extended Math | c. Interpret and use conversion graphs of GDP of undernourished countries d. Draw graphs to represent world food consumption | 4.10 Geography | Describe the relationship between population growth and resources and explain why problems may results in some countries |

C. SECONDARY 2

4.6 Geography | Use the case study to: a. Describe the trend of world population growth in unnourished countries b. Describe the distribution and density of world population unnourished countries c. Explain the causes and consequences of and responses to high and low rates of population growth to these countries |

D. SECONDARY 1

4.10 Geography | Use the case study to: a. Explain how the physical environment influences the ways in which people use land by comparing my local area with a contrasting area (under nourished countries) b. Discuss how a natural resource is formed and used in those countries c. Discuss the issues around the sustainability of the resource and the possible consequences d. Investigate an environmental issue, the possible consequences for my life and others and make informed suggestions about ways to manage the impact |

5. Time allotment
2 periods per day within 3 weeks
Time frame: Monday 9 September – 11 October 2013
Final Submission date: Wednesday 16 October 2013

Allocation of time
Secondary 4:
Monday: Chinese language (1 period), Biology ( 1 period)
Tuesday: Math (1period), Geo (1 period)
Wednesday: Economics (1 (period), FLE (1 period)
Thursday: Business Studies (1 period), Additional Math ( 1 period)
Friday: Physics (1 period), Chemistry (1 period)

Submission plan:
1st draft: :Content subject submission
Form :Power point presentation
Date : Monday 16 September

2nd draft : Visual Images, photos and digital art
Form : chart, pictures, graphs, any moving images
Date : Monday 23 September

3rd draft : Audio
Form : Video Message, text, voice
Date : Thursday 26 September for Art exhibition

Submission 1: Monday 7 October 2013
Revised and returned: 11 October 2013
Final submission: Wednesday 16 October 2013

Content subject submission approval: | | | | Ms. Syafrina Econ, Geography and Bus St | Mr. AbnerBiologyChemistry | Mr. JeffEnglish (sec 4) | Ms. MonetEnglish (sec3) | | | | | Ms. JaimiBiology and ChemistryGeography | Mr. Suresh Math and Physics | Mr. Gao Chinese language | |

6. Rubric
PRESENTATION AND ORGANIZATION ASSESSMENT

CRITERIA TITLE : Presentation and Organization
EXPLANATION : Students should be comfortable using a variety of formats to organize and present their work (including oral presentations, essays, reports, expositions) and using a variety of media and technologies. They should understand that their presentation is creating a new perspective on combined subjects.

For teachers

CRITERIA | (Primary 6) | (sec 1 and sec 2) | (sec 3 and sec 4 ) | | communicate information thatis relevant to the topicorganize basic information ina logically sequenced mannerpresent and express basicinformation and ideas in aclear and concise mannerclearly document sources ofinformation using appropriateconventions. | communicate information that isrelevant to the topicorganize information in a logically sequenced manner, appropriate to the format usedpresent and express informationand ideas in a clear and concisemanner, using appropriatelanguage and visualrepresentationuse referencing and abibliography to clearly documentsources of information, usingappropriate conventions. | communicate information that isrelevant to the topicorganize information in a logically sequenced manner, appropriate to the format usedpresent and express informationand ideas in a clear and concisemanner, using appropriatelanguage, style and visualrepresentationuse referencing and abibliography to clearly documentsources of information, usingappropriate conventions. | 0 | The student does not reach a standard described by any of the descriptors below. | The student does not reach a standard described by any of the descriptors below. | The student does not reach a standard described by any of the descriptors below. | 1-2 | Communicate very limited information that is relevant to the topicOrganize very little information ina logically sequenced mannerA very limited of presentation and expressing the information and ideas in a clear and concise mannerShow unclearly document sources ofinformation using inappropriateconventions. | Communicate very limited information that is relevant to the topicOrganize very little information in a logically sequenced manner.A very limited of presentation and expressing the informationand ideas, using a very limited language and visual representationMissing and/or incorrec referencing and a bibliography to support of information, | Communicate very limited information that is relevant to the topic.Organize very little information in a logically sequenced manner.A very limited of presentation and expressing information and ideas, using appropriate language, style and visual representation.Missing and/or incorrec referencing and a bibliography to support of information | 3-4 | Communicate limited information that is relevant to the topicThe information is disorganize and unclear in a logically sequenced mannerA limited presentation and expressing the information and ideas in a clear and concise mannerShow clearly document sources ofinformation using appropriateconventions. | Communicate limited information that is relevant to the topicThe information is disorganize and unclear in a logically sequenced manner, appropriate to the format used.A limited presentation and expressing the information and ideas in a clear and concise manner, using limited language and visual representationUse a limited referencing and aBibliography, using appropriate conventions, by using little conventions. | Communicate limited information that is relevant to the topicThe information is disorganize and unclear in a logically sequenced manner, appropriate to the format used.A limited presentation and expressing information and ideas in a clear and concise manner, using limited language, style and visualrepresentationUse a limited referencing and aBibliography, using appropriate conventions, by using little conventions. | 5-6 | Communicate a satisfactory information that is relevant to the topicThe information is organized and show in a clear logically sequenced mannerA satisfactory presentation and expressing the information and ideas in a clear and concise mannerShow clearly document sources ofinformation using a good conventions. | Communicate a satisfactory information that is relevant to the topicThe information is organized and show in a clear logically sequenced manner , appropriate to the format usedA satisfactory presentation and expressing the information and ideas by using a good language and visual representationUse some of referencing and a bibliography to clearly document sources of information, using good of conventions. | Communicate a satisfactory information that is relevant to the topicThe information is organized and show in a clear logically sequenced manner , appropriate to the format usedA satisfactory presentation and expressing the information and ideas by using a good language and visual representationUse some of referencing and a bibliography to clearly document sources of information, using good of conventions. | 7-8 | Communicate a good information that is relevant to the topicThe information show very good organization and a clear ina logically sequenced mannerA good presentation and expressing the information and ideas in a clear and concise mannerShow very clear document sources of information using a very good conventions. | Communicate a good information that is relevant to the topicThe information show very good organization and a clear ina logically sequenced manner, appropriate to the format usedA good presentation and expressing the information and ideas by using very good language and visual representationGenerally use referencing and abibliography correctly to clearly document sources of information, using appropriate conventions. | Communicate a good information that is relevant to the topicThe information show very good organization and a clear ina logically sequenced manner, appropriate to the format usedA good presentation and expressing the information and ideas by using very good language and visual representationGenerally use referencing and abibliography correctly to clearly document sources of information, using appropriate conventions. | 9-10 | Communicate effective information that is relevant to the topicThe information show well-organize and clear in a logically sequenced mannerA confident presentation and expressing the information and ideas in a clear and concise mannerShow appropriately and accurately document sources of information | Communicate effective information that is relevant to the topicThe information show well-organize and clear in a logically sequenced manner, appropriate to the format used.A confident presentation and expressing information and ideas in a clear and sophisticated manner, by using appropriate language and visual representationUse consistently referencing and abibliography to clearly document sources of information, using sophisticated conventions. | Communicate effective information that is relevant to the topicThe information show well-organize and clear in a logically sequenced manner, appropriate to the format used.A confident presentation and expressing information and ideas in a clear and sophisticated manner, by using appropriate language and visual representationUse consistently referencing and abibliography to clearly document sources of information, using sophisticated conventions. |

For students

Criterion | Needs improvement! (1 point) | Satisfactory argument! (3 points) | Sound argument! (5 points) | Viewpoint | You have given only one viewpoint and have not explained it fully. | You have given two viewpoints but they are not clearly explained. | You have given two viewpoints and explained the differences between them clearly. | Evidence | You have provided inappropriate evidence to support your points or your points are weakly supported by the evidence. | You have only provided one evidence to support each point. | You have provided more than one sound evidence to support each point. | Conclusion | You have not given a conclusion. | You have given a conclusion. | You have given a well-balanced conclusion supported by evidences or examples. | Presentation | Your voice was too soft for the audience and the tone of voice was monotonous. You did not convey your points clearly. | Your voice was audible for most of the audience and the tone of voice was varied. Your points were clearly conveyed. | Your voice was loud and clear for the audience and the tone of voice was varied. Your points were clearly and very well conveyed | Content | Your group covered the content on a superficial level and did not elaborate or provide examples. The main points were also not well organised. | Your group covered the content adequately but missed out on some points. One or two appropriate examples were given and the main points were organised. | Your group covered the content adequately and well. All the points were elaborated on and appropriate examples were provided for each point. The main points were well organised. | Use of Technology | No technology were used. | One to two (types of) technologies were used to help the audience understand the points presented better. | More than two (types of) technology were used to help the audience understand the points better and to make the presentation interesting. |

7. Further information
The Global Food Crisis is fast moving and open ended. The resource is intended to introduce the main issues and promote engagement. It cannot and does not provide textbook answers. The following websites provide updates and lively debate on the issue of food security. Beside text book, you are encouraged to review these website as source of information.
General information http://en.wikipedia.org/wiki/Food_crisis Oxfam information http://www.oxfam.org.uk/oxfam_in_action/issues/global_food_crisis.html National and International Press
http://www.thepaperboy.com/ for links to an extensive range of national and international newspapers
The United Nations Food and Agriculture Organisation (FAO) http://www.fao.org/worldfoodsituation/wfs-home/en/ Detailed and up to date. World Food Day http://www.fao.org/wfd2007/what_is_wfd/about_wfd/en/ Globaldashboard http://www.globaldashboard.org/scarcity/food-prices-where-to-get-briefed/ Links to a wide range of sources and up to date debate
The Millennium Development Goals http://www.un.org/millenniumgoals/ The UN’s gateway to the Millennium Development Goals. Includes discussion of the impact of the Global Food Crisis on the MDGs
The World Bank http://www.worldbank.org/html/extdr/foodprices/ World Bank research and projects on food security National Geographic

Digital art useful websites: www.prezi.com www.linoit.com www.animoto.com www.slideshare.com

Software:
Sketch up soft (provided at IT lab)
Sculpturis
Lucidcart

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[ 1 ]. www.oxfam.org.uk
[ 2 ]. www.oxfam.org.uk