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Lesson plan: Where does our food come from?
From the Making a Meal of It! online
resource
Age group: 7 - 11
Aims:
To encourage children to start to think about where their food comes
from.
To appreciate that in the UK most people have to buy their food
from shops, and that they need money to do so.
What to do:
Photocopy the worksheet:
Where does our food come from? so that you have one for each
pupil. Divide the children into groups and ask each group to discuss
some of the ways in which they and their families get food, and
to write these in the left-hand column. Ask them to discuss as a
group what they think the cheapest way of getting food is and what
they think is the most expensive. Ask them to put a ring round the
way of getting food they think is the most expensive and a tick
by that which they think is the cheapest. Discuss their suggestions
as a whole class.
Many of the children will probably say that their families drive
to a supermarket to shop and that someone in the family works to
earn money to pay for shopping. Why is it cheaper to go to a supermarket
than to a corner shop or to a cafe or restaurant? What about people
who are unable to afford cars and cannot get to a supermarket? Why
do not many people grow their own food these days, even though it
is a very cheap way of getting food?
Then, using the photos as prompts (you could put them up around
the classroom and ask the children to walk round and look at them),
ask the groups to fill in the other side of the worksheet with ideas
of other ways in which people may get food. Suggestions might include:
they grow food to eat; they shop in markets; they catch fish to
eat; they keep hens; they buy fast food. Discuss these suggestions
as a whole class.
Points for discussion could include: if you don’t have money
for food, what do you need in order to feed yourself? Suggestions
might include: land to grow your own food or to keep animals on;
access to the sea and a boat to fish.
Curriculum links:
| England |
Scotland |
Wales |
| English:
- Make contributions relevant to the topic and take turns
in discussion; qualify or justify what they think after listening
to others' questions or accounts.
Science:
- Life processes and living things - nutrition; health.
Citizenship/PSHE:
- Developing a healthier, safer lifestyle. |
English:
- Listening in groups.
- Talking in groups.
Science:
- Living things and the processes of life - own health and
safety. |
English:
- Make contributions relevant to the topic and take turns
in discussion; qualify or justify what they think after listening
to others' questions or accounts.
Science:
- Life processes and living things - nutrition; health.
PSE:
- Physical aspect - need for a variety of food. |
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