Teaching Sequence

Work through this resource material in the following sequence:

10 minutes

Tune In: Is camel milk the next big thing?

20 minutes

Find Out: Farming in a changing climate

25 minutes

Take Action: Camels 4 Climate Change

5 minutes

Reflection

Tune In: Is Camel Milk the Next Big Thing?

Step 1

Explain to your students that although cow's milk is the type of milk we most often think about when considering dairy, there are many other alternatives available. Ask your students to brainstorm all of the different types of milk that they have drank or heard about, and write their answers on the board as you go. Some common possibilities include:

Cow	Soy	Coconut
Goat	Almond	Rice
Sheep	Oat	Cashew

Note: These might be the main ones your students have heard about, but there are also other alternatives such as potato, hemp, pea, hazelnut, flax, walnut, quinoa, chia seed, macadamia, and lactose-free, among others!!

Step 2

Once you have finished brainstorming, read out the list of milks one by one. Ask your students to all stand up if they have consumed that type of milk before, or would be open to trying it. (This could also be if they have consumed a product containing this milk, such as goat’s cheese or sheep's milk cheese). Once you have read out your list, finish by asking your students about camel milk.

Students may be apprehensive about trying camel milk, as it is not something most of us might come across in our everyday lives. Ask your students why they have these feelings, good or bad, towards an out-there milk alternative.

Step 3

Watch the following video with your students about a camel dairy farm in Australia.

Inside this unique Aussie camel dairy farm | My Way Australia

After watching the video, ask your students:

Have your feelings about trying camel milk or products containing camel milk changed?
Why did these people start farming camels?
What adaptations of the camels make them suitable to use in drought?
What are the positives of farming camels?

Find Out: Farming in a Changing Climate

Preparation

In the previous lessons in this mini-unit, 2024 The Year of Camelids: Champions of Climate Change, Culture and Coping, students learnt about the Year of Camelids. The United Nations declared 2024 the International Year of Camelids. The Year will highlight how camelids are key to the livelihoods of millions of households in hostile environments across over 90 countries, particularly Indigenous Peoples and local communities. From alpacas to Bactrian camels, dromedaries, guanacos, llamas, and vicuñas, camelids contribute to food security, nutrition and economic growth as well as holding a strong cultural and social significance for communities across the world.

Camelids play an important role in advancing the Sustainable Development Goals (SDGs) related to the fight against hunger, the eradication of extreme poverty, the empowerment of women and the sustainable use of terrestrial ecosystems. From providing milk, meat and fibre for communities to transport for products and people, and organic fertiliser, camelids thrive where other livestock species cannot survive.

Camelids play a key role in the culture, economy, food security and livelihoods of communities in Andean highlands and in the arid and semi-arid lands in Africa and Asia, including Indigenous Peoples. Even in extreme climatic conditions, they continue to produce fibre and nutritious food. Indeed, the International Year of Camelids presents a unique opportunity to raise awareness of the role of camelids in building resilience to climate change – particularly in mountains and arid and semi-arid lands.

If you didn’t complete the previous lessons in this unit, watch the following video with your students to highlight the Year of Camelids! Source: Food and Agriculture Organisation of the United Nations.

International Year of Camelids 2024 - Food and Agriculture Organization of the United Nations (youtube.com/watch?v=ccnzotps124&t=73s)

Step 1

Watch the following video with your students from 1:44mins to 5:10mins and ask your students to write down the answers to the following questions in their student worksheet as they watch.

Drought Creates Market for Camel Milk in Eastern Africa | Earth Focus - KCET (youtube.com/watch?v=V7KKZSEE64g)

What effects of climate change have these people experienced?
- Floods, but very few rainy days
What are the advantages of camels over cows?
- Climate change affects cattle as they can’t go a day or 2 without water, but camels can go without water for 30 days, cattle aren’t able to produce milk if they don’t eat or drink
- More than 60-70% rely on livestock, and with changing climate and weather, keeping animals like cows is becoming increasingly difficult if they don’t have access to water and food.
What other effects of climate change did you hear in this community?
- So many people have lost their livestock which is their livelihood, and these people have no jobs, which means there are a lot of young people without much to do, as a result of this, crime levels have gone up, and their communities aren’t secure.

Step 2

In groups of 2, ask your students to research using the internet to find the answers to the following questions:

What are the main effects of climate change?
Which effects of climate change are especially harmful to farmers because they need water, food, and environments that are suitable for their animals?
What adaptations of camels make them able to adapt well to the changing climate?
How do these adaptations help them to survive?
How do farmers benefit from these adaptations?

Step 4

Once students have completed their research, bring the class together to discuss their findings to ensure all groups have a good overall picture of how a camel's adaptations make them a climate-resistant animal.

Take Action: Camels 4 Climate Change

Step 1

In the same groups, students will design a piece of communication to convince farmers in Australia to start farming camels for their milk as opposed to cows. This could be a poster, a short social media video, or an article for the local newspaper. Encourage your students to get creative. Their piece should be informative and persuasive, using the information they have learnt from this lesson/mini-unit.

Their communication should focus on:

The adaptations of camels that allow them to thrive in harsh conditions and a changing environment
The advantages of farming camels for milk, meat and/or fibre
The positive aspects of camels and their camelid relatives from the International Year of Camelids
Comparison between cows and camels in farming

Optional

How camels are helping to achieve the sustainable development goals (SDG 2: fight against hunger, SDG 1: no extreme poverty, SDG5: the empowerment of women and SDG 15: the sustainable use of terrestrial ecosystems.)

Some useful resources for students

Extension opportunity

Students requiring extension could be encouraged to also look into the camel population in Australia and/or the climate impacts of each animal, not just how they cope with the changing climate.

Australian camel population: Camels are actually considered to be a pest in Central Australia. Why are they a pest and could farming them help to reduce their impact on the environment?
Climate change: The methane cattle produce is a considerable greenhouse gas. Students can find more about this in this Science News Article.

Step 2

Invite students to share their presentations with the class and discuss which presentations were the most effective and persuasive.

Reflection

Reflect on this lesson with your students by using the Headlines Visible Thinking Routine

Write a headline that captures the most important thing you learned in this lesson that you want people to know.
How is your headline different from what you would have said yesterday?

Camelids, Farming and Climate Change

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Summary

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