Unit outcomes
Pupils who are secure will be able to:
- Identify that different foods grow in different biomes and say why.
- Explain which food has the most significant negative impact on the environment.
- Consider a change people can make to reduce the negative impact of food production.
- Describe the intentions around trading responsibly.
- Explain that food imports can be both helpful and harmful.
- Describe the journey of a cocoa bean.
- Locate countries on a blank world map using an atlas.
- Use a scale bar correctly to measure approximate distances.
- Collect data through an interview process.
- Analyse interview responses to answer an enquiry question.
- Discuss any trends in data collected.
Lesson 5 involves fieldwork on the school grounds. It is important to risk-assess the proposed route taking into account any relevant school risk assessment policies and procedures. Refer to the Before the lesson section in Lesson 5 to prepare for this lesson. Please be aware this lesson may take longer than 1 hour.
Lesson 2 requires a device (one each).
Suggested prior learning
Are all settlements the same?
Get startedLessons
Lesson 1: How can our food choices impact the environment?
Lesson 2: What does it mean to trade responsibly?
Lesson 3: How do we get our chocolate?
Lesson 4: Where does our food come from?
Lesson 5: Are our school dinners locally sourced?
Lesson 6: Is it better to buy local or imported food?
Key skills
- Locating some
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Key knowledge
- To know
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Key vocabulary
air freight
carbon footprint
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Unit resources
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Assessment – Geography Y4: Where does our food come from?
Assessment resources for this unit. Use
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Knowledge organiser
A concise two-page summary of crucial
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Key vocabulary
Subject resources
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Policy support
This document outlines the intent and
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Geography: Long-term plans
A collection of documents providing a
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National curriculum mapping
Showing each of the National curriculum's
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Geography: Pupil progression of skills
Progression documents showing how skills and
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Assessment
A downloadable spreadsheet to record teacher
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Equipment list
A list of essential and optional
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Mappingㅤ
This document shows schools how our
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Cross-curricular opportunities
English: Spoken language, reading, writing – composition
Science: Living things and their habitats, properties and changes of materials
Mathematics: Measurement, statistics
British values: Individual liberty, democracy
Design and technology
Computing
RSE/PSHE