Learning objective

  • To map and calculate the distance food has travelled.

Success criteria

  • I can label

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National curriculum

Geography 

Locational knowledge  

Pupils should

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Before the lesson

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Lesson plan

Recap and recall

Display the Presentation: Gimme five and use the activity to recap learning from the previous lesson.

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Adaptive teaching

Pupils needing extra support

Might only choose to map a few pieces of packaging and may need adult support using a calculator.

Pupils working at greater depth 

May wish to consider which type of transport will move each type of food. For example, tinned food may travel by ship as it will last longer. Fresh food may travel by aeroplane as it has a shorter shelf life. Could also map capital cities and continents and consider why some continents do not provide the UK with as many imports (e.g. their climate is similar to ours so we already have enough of that food type in the UK).

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Assessing progress and understanding

Pupils with secure understanding indicated by: locating countries on a

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Vocabulary definitions

  • carbon footprint

    The amount of carbon dioxide released into the environment from an activity.

  • seasonal food

    A food best harvested in a particular season.

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