LESSON PLAN Eleri and Salma’s food...

TEACHING RESOURCES for schools

Eleri and Salma’s food basket

Subject: PSE, Geography

Level: Key Stage 2 Key Stage 3

Developed by: Sazani Associates

LESSON PLAN

OVERVIEW: One lesson which looks at some of the foods eaten in Wales and Zanzibar, where that food comes from and how far it has travelled. This lesson could be a starter activity for a more in depth look at fair trade products and the use of energy. This lesson was developed to support school links between schools in Wales and Zanzibar ( Education for Rural Livelihoods and Food Sovereignty) project. Links to: PSE framework 7 - 19 year olds Geography in the National Curriculum for Wales

© Sazani Associates • www.sazaniassociates.org.uk • You may reproduce this document for educational purposes only. page 2

Lesson 1: Eleri’s food basket – overview Global issues and outlook• Consumption ( and waste)• Choices and decisions

Key question: • Where does our food come from?• How far has our food travelled?

Skills: • Critical thinking• Numeracy

Resources: • Resource sheet 1: Eleri’s food basket• Resource sheet 2: How far has our food travelled?

Learning objectives:• To raise awareness about the food we eat and where it comes from

Learning outcomes: • To understand the interdependence of global economic systems • To understand how people and places are connected

© Sazani Associates www.sazaniassociates.org.uk • You may reproduce this document for educational purposes only. page 3

Lesson 1: Eleri’s food basket – plan

Introduction:Class discussion about the typical foods eaten by families in Wales and Zanzibar

Activities: Resource sheet 1: Eleri’s food basket. In small groups discuss the food in Eleri’s basket• How many of the products in the basket are imported?• Could any of these food be sourced more locally? ( i.e. Local farmers/Wales/UK)• Are the products in the basket typical of the foods eaten by the class?• How would you know where your food comes from? ( labelling on the product /supermarket

labelling)Resource sheet 2: How far has our food travelled?Using an atlas and a blank outline map of the world, draw lines from the countries where the food in Eleri’s basket has come fromDiscuss • What is the total distance the food has travelled?

• Which products could have been grown in Wales?

• Which products could not have been grown in Wales?

• What could Eleri do to reduce the amount of food she buys from other countries?

Plenary: Discuss whether or not food should be sourced as close to home as possibleLink this disussion with Fair trade products and the reduction in use of energy by shortening the distance travelled by importing foodTeacher’s note: some products grown out of season in the UK ,especially in glasshouses use a considerable amount of energy and it may be more energy efficient to import that product ( e.g. lettuce)Should we only eat foods in season?

Evaluation:Accurate completion of activities


Lesson 2: Salma’s food basket – overviewGlobal issues and outlook• Consumption ( and waste)• Choices and decisions

Key question: • Where does our food come from?• How far has our food travelled?

Skills: • Critical thinking• Numeracy

Resources: • Resource 3: Powerpoint Salma’s food basket

Learning objectives:• To raise awareness about the food we eat and where it comes from

Learning outcomes: • To understand the interdependence of global economic systems • To understand how people and places are connected


Lesson 2: Salma’s food basket – planIntroduction:Show the powerpoint presentation Salma’s food basket

Activities: In small groups discuss the food Salma would have in her basket• How many of the products in the basket are imported?• Could any of these food be sourced more locally? (in Zanzibar)• Are the products in the basket typical of the foods eaten by the class?• What are the main differences between Eleri’s basket and Salma’s basket?

How far has Salma’s food travelled?Using an atlas and a blank outline map of the world, draw lines from the countries where the food in Salma’s basket has come fromDiscuss • What is the total distance the food has travelled?• Has Eleri’s food travelled further than Salma’s?• Why are there differences in the distances the food in each basket has travelled? ( more variety

of food imported into the UK/more local produce consumed in Zanzibar?)

Plenary: Discuss whether or not food should be sourced as close to home as possibleLink this disussion with Fair trade products and the reduction in use of energy by shortening the distance travelled by importing foodTeacher’s note: some products grown out of season in the UK ,especially in glasshouses use a considerable amount of energy and it may be more energy efficient to import that product ( e.g. lettuce)Should we only eat foods in season?

Evaluation:Accurate completion of activities


Eleri and Salma’s food baskets

Subject: PSE, Geography, Mathematics

Level: Key stage 2 Key Stage 3

Developed by: Sazani Associates

RESOURCES

OVERVIEW: All the resources linked to each lesson plan


Resource 1: Eleri’s food basket


Resource 2: How far has our food travelled?

Use the table below to find out how far these products have travelled. What is the total distance the food has travelled? Which products could have been grown in Wales? Which products could not have been grown in Wales? What could Eleri do to reduce the amount of food she buys from other countries?

Country Distance Country Distance Cyprus 3218 km Morocco 2011 km France 343 km Peru 10158 km Germany 929 km Zambia 7906 km Greece 2391 km Jamaica 7541 km Italy 1444 km India 6701 km Spain 1261 km Egypt 3520 km Turkey 2385 km Costa Rica 8732 km Brazil 9186 km


Sazani Associates: Supporting sustainable rural livelihoods around the world through participatory research and the development of innovative approaches to global learning. For more information please visit our website www.sazaniassociates.org.uk

LESSON PLAN Eleri and Salma’s food...

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