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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Cross-curricular links
Design and technology
Pupils
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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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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 Mac
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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.
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seasonal food
A food best harvested in a particular season.
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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
