Learning objective
- To explain the impact of food choices on the environment.
Success criteria
- I can state
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National curriculum
Geography
Locational knowledge
Pupils should
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Cross-curricular links
English
Spoken language
Pupils should
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Before the lesson
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Lesson plan
Recap and recall
Before starting this unit you might want to check children can recall: A biome is an area with a similar climate, landscape, plants and animals. That biomes dictate the kind of food that can be grown naturally. Different foods grow well in different climates. Food can come from supermarkets, shops, farms, trees and markets.
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Extended-mode explainer videos
How to extend your display to view the lesson page and preseantion mode simultaneously. Choose your operating system below to watch the video
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Extended-mode explainer video: For Windows
Adaptive teaching
Pupils needing extra support
Can read the bread section in the Activity: Food and the environment and work with an adult to ensure understanding. Can focus on one negative impact and solution in their short film.
Pupils working at greater depth
Can read the meat section in the Activity: Food and the environment. Can focus on the impact of more than one food type in their short film.
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Assessing progress and understanding
Pupils with secure understanding indicated by: identifying that different foods
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Vocabulary definitions
-
food miles
The distance food has travelled to reach you.
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import
An item brought in from a different country.
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In this unit
Assessment - Geography Y3/4 (A): Where does our food come from?
Y3/4 (A): Lesson 1: How can our food choices impact the environment?
Y3/4 (A): Lesson 2: What does it mean to trade responsibly?
Y3/4 (A): Lesson 3: How do we get our chocolate?
Y3/4 (A): Lesson 4: Where does our food come from?
Y3/4 (A): Lesson 5: Are our school dinners locally sourced?
Y3/4 (A): Lesson 6: Is it better to buy local or imported food?
Maintained by: Kapow Primary team
Last update: 9th October, 2024
