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Lesson plan: Getting to know you (40-60 mins)
From the Our Food, Our World online resource
Aims
- To become more familiar with Yamini and Luis
- To make connections between pupils’ own lives and those of Yamini and Luis
You will need
The following photographs, displayed on a whiteboard or printed out:
> Information on the photographs for teachers
> World map or globe
> Copies of the profiles for Yamini (156KB pdf) and Luis (367KB pdf)
> Copies of the information slips for Yamini and Luis, enlarged to A3 (15KB pdf)
What to do
If you have already done one of the ‘Favourite foods’ starting points, skip to step 2, otherwise begin with step 1.
- Display the mounted portraits of Luis and Yamini alongside a world map (and/or have a globe available). Use the questions from the Information on the photos for teachers as a basis for initial discussion about the children. Find India and Mexico on the world map or globe.
- Read out loud the profiles for each child. Encourage discussion and speculation. If you have not already done one of the ‘Favourite foods’ Starting Points, ask pupils what they think of the favourite foods? Emphasise that it’s fine for people to grow up eating different meals. If someone is used to food which is different from our own, we should respect that difference.
- When you have introduced both children, use the information slips to summarise the profiles. Read out one or two of the slips yourself and ask the pupils which child’s portrait they would go with and why. Stick them near the relevant portrait.
- Mix the rest of the slips up and give them out. Ask pupils to take turns to read them out and to post them around the relevant portrait. After each pupil has posted their slip, ask the rest of the group whether it is in the right place. How do they know? Is there anything pupils would like to add to the portrait which is not covered by the slips? Do the pupils have any questions they would like to ask Yamini or Luis?
- Remind the pupils of how much we all have in common by including the general information slips which could apply to more than one child, or to every child (e.g. ‘I have to get up in the morning to go to school’). The pupils could invent a few slips of their own. After all, there is far more we don’t know about these children, (and each other probably) than we do know, so it’s important to keep an open mind.
From the Our Food, Our World online resource
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