ACTIVITY 1.1 WHERE DOES OUR FOOD COME FROM?€¦ · · 2016-08-15WHERE DOES OUR FOOD COME FROM? KEY STAGE 2 SECTION 1: ... There is a worksheet on the CD or you can download it

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ACTIVITY 1.1

WHERE DOES OUR FOOD COME FROM?

KEY STAGE 2 SECTION 1: HOW FOOD IS PRODUCED WHERE DOES OUR FOOD COME FROM?

Suggested success criteria• We will explore the reasons why food is imported or exported.

• We will explore and be able to talk about how food is produced here and abroad.

• We will understand some of the foods we eat are made using ingredients from lots of different countries.

• We will explore and be able to talk about different types of foods eaten around the world.

• We will explore the concept of food miles and Fairtrade.

M9471 - Eat Taste Grow_Stage 2_2016 V3_Layout 1 08/07/2016 08:44 Page 2

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WHERE DOES OUR FOOD COME FROM?KEY STAGE 2 SECTION 1: HOW FOOD IS PRODUCED

KEY MESSAGEWe cannot produce some foods in Northern Ireland because of our climate,so we import them from countries where they can be grown.

We are very good at producing other foods, which are suited to our climate,and we export these foods to other countries.

Screen 1 gives a simple explanation of imports and exports.

Ask the children to suggest foods which are grown in Northern Ireland and

exported to other countries.

SCREEN 1

SCREEN 2

WHAT IS AN IMPORT AND ANEXPORT?

KEY MESSAGE Different foods come from different countries. Different areas of theworld are suited to growing different foods for several reasons includingtheir climate.

Screen 2 shows a map of the world which you can use to discuss the foods

that come from many different countries.

This is a ‘drag and drop’ game that allows the child to match a food to a

region. If the child gets the answer correct, the food drops into place. If the

food does not come from that region, it returns to its original position.

Ask the children to pick a country on the world map and find out about two

foods grown there.

Teaching AidAdditional Teacher’s Notes on page 8 provide information about why the

climate in each of the regions is suited to the food that grows there.

MATCH FOOD AND REGIONS

CLASSROOM

ACTIVITY 1This screen allows you to print two separate sheets, one with a map of the worldshowing the continents and one with a number of food items. The children cancolour in the map and the food items and then stick the food items onto theappropriate regions on the map or they can even draw their own food items.There are black and white drawings of the map and the foods on the CD or you candownload them from www.safefood.eu/EatTasteGrow Print some copies for thechildren to colour in and cut out. A copy of the map and food drawings is alsoprovided in the Printable Resources section for Key Stage 2 for photocopying.


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CLASSROOM

ACTIVITY 1Ask the children to create a television commercial that promotes local foods. Thecommercial does not necessarily have to show foods, it could show plants oranimals in the countryside, people enjoying food, or a food manufacturing factory.

HOME

ACTIVITY 1Ask the children to look at different food labels in their cupboards at home to seewhere the food is from. There is a worksheet on the CD or you can download it fromwww.safefood.eu/EatTasteGrow Print some copies for the children. There is also acopy of the worksheet in the Printable Resources section for Key Stage 2 forphotocopying. When you get the worksheets back, make a list and discuss theresults in class.


WHICH FOODS COME NORTHERNIRELAND AND WHICH DO NOT?

KEY MESSAGEA large variety of foods can be produced in Northern Ireland.

We also import foods from other countries.

Screen 3 shows two food items at a time. One is grown or produced in

Northern Ireland and one is imported. Click on the foods to find out if they

have been produced in Northern Ireland.

Use the screen to ask the children to decide which of the two foods shown is

produced in Northern by clicking on it. If they choose the wrong answer a red

‘x’ is shown. If they choose correctly the food item takes its place next to the

map and the next set of two is shown.

Teaching AidAdditional Teacher’s Notes on page 9 provide information about where we

get our food from in Northern Ireland.

SURVEY

SCREEN 3


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FOODS AND DISHES FROM AROUNDTHE WORLD

KEY MESSAGE People from different countries eat different types of food depending onthe foods grown in that country as well as their tastes and foodpreferences.

Screen 5 lists some countries around the world. Explain that a typical national

dish is a dish, food or drink that represents a particular country, nation or

region. It is usually something that is often made or popular in that country.

Click the screen to reveal each of the dishes. Answers are shown on the

following screen. Discuss the reasons why the dishes shown are typical of

these countries. Ask the children to suggest two other examples of national

dishes.

Teaching AidAdditional Teacher’s Notes on page 9 provide more examples of national

dishes around the world .


GLOBAL PIZZA

KEY MESSAGE Some of the foods we eat are made using ingredients from lots ofdifferent countries.

We need to import food so that a wider range of foods is available to us.

Screen 4 shows a pizza base beside some buttons showing toppings coming

from different countries. This is an interactive game.

Ask the children to create their own favourite pizza by clicking on the

buttons.

Ask the children to think about other foods that are made using ingredients

from different countries (for example sandwiches, wraps, fajitas and salads).

SCREEN 4

SCREEN 5


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CLASSROOM

ACTIVITY 1Bring in a bag of shopping or ask the children to bring in a range of empty foodpackages. Take each item out of the shopping bag. Look at the food label to see what country it was produced in. On a blank world map draw a line from NorthernIreland to that country. Look on the MapCrow list in the Additional Teacher’s Noteson page 10 to see how many miles the food has travelled. Make a list of all the foodsand the miles travelled. Add all the miles together to find out how many food milesthe bag of shopping has travelled. You can develop a range of numeracy tasks, suchas making graphs based on the food miles activity above.

ACTIVITY 2Discuss with the children how the choices we make when we buy our food affect theenvironment. Discuss with the children how they might reduce the food miles of thebag of shopping, (for example buying more food grown locally, growing our ownfood or changing our diet). Use the Additional Teacher’s Notes on page 11 to help thisdiscussion.


HOW BANANAS COME TO NORTHERN IRELAND

SCREEN 6 KEY MESSAGE Food has to be transported from the country it comes from to NorthernIreland. The distances travelled depends on the country it comes from.This is referred to as ‘food miles’.

Screen 6 is an animation that charts the journey bananas make to NorthernIreland. Ask the children to watch the animation. After watching the

animation encourage the children to discuss what happened during it and

what they learned.

Teaching AidUse the 2007 CCEA 'Active Learning and Teaching Methods for Key Stage 1 &

2', Post-it Collection as an activity method of helping participants think

about how they might reduce their food miles.


HOME

ACTIVITY 1Ask the children to check food labels in their homes to see if they’re using anyFairtrade foods. There is a worksheet on the CD or you can download it fromwww.safefood.eu/EatTasteGrow Print some copies for the children. There is also acopy of the worksheet in the Printable Resources section for Key Stage 2 forphotocopying. When you get the worksheets back, make a list and discuss theresults in class.


SCREEN 7

FAIR TRADE

SURVEY

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KEY MESSAGE Fair trade is about better prices, decent working conditions, localsustainability, and fair terms of trade for farmers and workers in thedeveloping world.

Screen 7 shows the Fairtrade logo. Discuss what fair trade means. Click on

the logo to go the Fairtrade website where there are films that you can show

to support the discussion, including video clips of banana and coffee

production. See the Additional Teacher’s Notes on page 10 for more

information about Fairtrade.

Teaching AidUse the 2007 CCEA 'Active Learning and Teaching Methods for Key Stage 1 &

2', Conscience Alley, as a means of exploring the issue of fair trade.


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SCREEN 2 – MATCH FOOD AND REGIONS

Why the climate in each regions is suited to the food that grows in that regionThe food we eat comes from all over the world. This is a result of the supermarkets looking for suppliers offoods that are cheap and can provide a constant supply throughout the year. The distance our food travels iscalled food miles. This is the distance from where the food is grown, to where it is bought and eaten.

About 45% of the food we eat in the UK and Ireland is imported from abroad with much of it travelling thousands of miles by air and sea, contributing to green house gas which causes climate change. Over half(56%) of the organic produce we buy is also imported.

Where do we get our food from?Remember that often the foods will come from more than one continent and country. Research where else inthe world the foods come from.

• Brazil and oranges: orange trees (citrus) are widely grown in warm climates around the world. Brazil is thelargest producer. Spain (Seville) is also famous for growing oranges.

• Italy and grapes: grapes are grown in almost every part of Italy. It has over 1 million vineyards.

• India and tea: India is the largest producer of tea leaves in the world. India is suited to producing tea as it hasa warm climate without a lot of rainfall.

• New Zealand and kiwi: the kiwi fruit is one of New Zealand’s major exports. Kiwi fruit can be grown in mosttemperate climates with adequate summer heat.

• China and rice: China is the world’s largest rice producer. Rice is the staple food of the Chinese. In the past,people greeted each other by saying "Have you had your rice today?" Rice growing is well-suited to countrieswith regions where there is high rainfall as it needs plenty of water to grow.

Other• Wheat from America (and also Russia)

• Bananas from Dominican Republic

• Chocolate from Ghana

• Apples from South Africa

• Sugar from Mauritius

• Olives from Greece

• Oranges from Israel

• Tomatoes from Spain

• Ecuador and bananas: bananas are grown in tropical regions where the average temperature is a hot 27°C andthe yearly rainfall 200-250 cm. They require moist soil with good drainage.

• Argentina and lemons: lemons also need a warm climate to grow and are among the most frost sensitive ofall citrus fruits. Argentina is the largest producer of lemons in the world. The Amalfi coast of Italy is also famous for growing lemon trees.

• Turkey and figs: figs are Turkey’s traditional agricultural product and Turkey has the largest share in the world

• Hungary and paprika: paprika is a spice made from red peppers and is used to flavour and colour food dishes.Hungary is one of the leading paprika producers in the world. Paprika plants need lots of sun to become ripeand sweet.

ACTIVITY 1.1

ADDITIONAL TEACHER’S NOTES



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SCREEN 3 – WHICH FOODS COME FROM NORTHERN IRELAND AND WHICH DO NOT?

Where do we get our food from in Northern Ireland?There are many places on the island of Ireland where food is produced. The list below highlights some of theplaces.

• The island of Ireland is a meat producing area. Most areas farm cattle. Sheep are reared in the mountainous regions, particularly the Glens of Antrim, in hilly areas of Fermanagh, and along the west coast counties suchas Donegal, Mayo, and Galway.

• County Cavan produces pigs, and so provides us with pork and bacon.

• Cheese, as well as milk, is produced in County Tyrone and County Antrim.

• Potatoes are still widespread as a crop and are grown in the farm land in County Tyrone and County Londonderry.

• Apples are grown in County Armagh.

• Fish are caught off the Irish coast with the largest fishing harbours at Killybegs in County Donegal, and Kilkeel in County Down.

• County Down produces chickens, turkeys and geese.

SCREEN 5 – FOOD AND DISHES FROM AROUND THE WORLD

National Dishes• Italy: tomatoes are plentiful in Italy. Tomatoes are used to make bolognese sauce and pizza sauce.

• Island of Ireland: we grow lots of potatoes and have lots of sheep. Both of these ingredients are used in anIrish stew. Beef can also used to make Irish stew.

• France: France is famous for its baguettes and flaky pastry.

• Spain: paella is made using any kind of ingredient that goes well with rice. It may contain chicken, pork, fish or shellfish. A spice called saffron is used to turn the rice a golden colour.

• India: all types of curry are popular in India. Spices are the main ingredient in curry sauces and they are readily available in India.

• China: chow mein is a Chinese term for a dish of stir-fried noodles, of which there are many varieties.

• Japan: in Japan sushi is a food made from rice topped with other ingredients including fish (cooked or uncooked) and vegetables.

• Mexico: a quesadilla is a dish which involves cooking ingredients including cheese inside a tortilla wrap. Theword comes from Spanish, and means ‘little cheesy thing’. A taco is a traditional Mexican dish made of afolded, crisp tortilla with various fillings (minced beef, chicken, lettuce, cheese). Guacamole is a typical Mexican sauce made from avocados.

• USA: beefburger and hot dogs are popular throughout the world but came from the USA.

• England: English breakfast is a cooked breakfast that can include sausages, bacon, eggs, black puddings,baked beans and mushrooms.

• Poland: bigos is a traditional stew. It is a savoury stew of cabbage and meat.


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SCREEN 6 – HOW BANANAS COME TO NORTHERN IRELAND

CLASSROOM ACTIVITY 1

MapCrow list

All distances below are from the island of Ireland. If the country you are looking for is not on the list go towww.mapcrow.info

Country Distance Country Distance

Brazil 5150m / 8289km France 658m / 1059km

Canada 3134m / 4252km Germany 786m / 1265km

Chile 6,860m / 11,040km Greece 1713m / 2757km

China 6,297m / 10,135km Guatemala 5043m / 8116km

Colombia 4930m / 7934km Holland 574m / 925km

Costa Rica 5082m / 8179km India 4915m / 7910km

Cuba 4,297m / 6,916km Israel 2584m / 4159km

Denmark 748 m / 1204km Italy 1,185m / 1,907km

Dominican Republic 4,044m / 6,509km Morocco 1457m / 2344km

Ecuador 5,486m / 8,850km Norway 906m / 1458km

Egypt 2642m / 4252km South Africa 6,084m / 9,791km

England 321m / 517km Spain 917m / 1475km

United States of America 4,348m / 6,998km

SCREEN 7 – FAIRTRADE

Source: www.fairtrade.org.uk

Fairtrade is a strategy for poverty alleviation and sustainable development. Its purpose is to create opportunities for producers and workers who have been economically disadvantaged or marginalized by theconventional trading system. If fair access to markets under better trade conditions would help them to overcome barriers to development, they can join Fairtrade.

Fairtrade is a tool for development that ensures disadvantaged farmers and workers in developing countriesget a better deal through the use of the international FAIRTRADE Mark.

The Fairtrade premium is a sum of money paid on top of the agreed Fairtrade price for investment in social, environmental or economic development projects, decided upon democratically by producers within the farmers’ organisation or by workers on a plantation. The premium is fixed by the FLO Standards Unit in thesame way as the minimum price and remains the same, even if the producer is paid more than the minimumprice for the product. The premium fund is typically invested in education and healthcare, farm improvementsto increase yield and quality, or processing facilities to increase income.

Fairtrade Labelling was created in the Netherlands in the late 1980s. The Max Havelaar Foundation launchedthe first Fairtrade consumer guarantee label in 1988 on coffee sourced from Mexico. The Fairtrade Foundationwas established in the UK in 1992, with the first products to carry the Fairtrade Mark launched in 1994.


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Food miles v fair tradeThere is a potential conflict about the food we eat in terms of supporting the environment or fairly supportingfood producers in other parts of the world.

Food miles is an environmental issue and is concerned with the distance our food travels and its effect on theenvironment, particularly its contribution to green house gases and the link with climate change.

Fair trade is very much concerned with social justice in terms of poverty alleviation and sustainable development.

Some of our daily foods, such as tea, coffee, bananas, and chocolate, cannot be produced here. If we choose toeat these food items we can choose to buy Fairtrade products that support farmers in other parts of the world.


Documents

ACTIVITY 1.1 WHERE DOES OUR FOOD COME FROM?€¦ · · 2016-08-15WHERE DOES OUR FOOD COME FROM? KEY STAGE 2 SECTION 1: ... There is a worksheet on the CD or you can download it