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978-1-009-35418-9 — Cambridge Primary Global Perspectives Teacher's Resource 2

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Adrian Ravenscroft
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1 Where does food

come from?
Introduction
This project and those that follow have a structure that on a food label and then on a world map is scaffolded
will be familiar to learners who have completed projects in the Learner's Skills Book. They can go on to record
in Stage 1. Learners will have some familiarity with the what they have discovered. First this is done on a world
idea of where food comes from if they researched fruit map, then using a graphic organiser. They consider what
or vegetable plants leading up to their model in ‘What they have learned about where food items have travelled
kind of garden would be best?’ last year. Progression is from and how far that food has come.
provided by creating a display with visual elements and The learners consider a series of statements to develop
explaining them to other learners. their skill in evaluating perspectives and arguments
During the project, the learners are asked to think about (Lesson 3 Evaluation). Learners consider whether
someone’s opinion about food and where it comes from. these statements set out advantages or disadvantages
You will need to arrange a session for the learners to of having food items available that have come from a
hear somebody give their perspective (preferably by long way away. This understanding is then used to give
visiting your class in person). As a consumer of food learners’ own views following a visit by a person who
yourself, you will also be able to provide a perspective. has a perspective to give on the issue of food and where
It would be advantageous for the learners to consider it comes from.
at least one different perspective – a cook, a farmer and The learners work in groups to pool their knowledge
a food retailer would all have different ideas around and understanding of ingredients in a recipe, and
the benefits and challenges of locally grown food and together consider how they can best share their
globalised agriculture. understanding of where each food item comes from
Learners deepen their understanding of the six key and how the dish is made (Lesson 4 Collaboration).
Global Perspectives skills by applying more challenging They develop a display to explain their understanding
objectives throughout the unit. For example, when they to the other learners and answer their questions. Please
are planning their display, they are asked to identify note that the process of both planning and creating the
something that they can contribute in the form of display come into this lesson, and appropriate time will
an idea intended to help other learners understand need to be allocated to each task.
something about where an item of food comes from Learners use their display designs to tell other learners
or how it is cooked. about where the ingredients in the dish come from
Learners begin by considering what different people (Lesson 5 Communication). This could include sharing
know about the issue of how and where food is grown, ideas with a learner in an international partner school.
harvested, transported, sold and cooked before they Following this discussion, they consider what they
eat it (Lesson 1 Analysis). They consider what can be have learned from the other groups’ displays and
discovered through different ways of finding out about how effectively the other learners were able to convey
this issue, including food labels. understanding and answer their questions.
In the following lesson, learners conduct research that Finally, they reflect (Lesson 6 Reflection) on what they
develops their ability to locate relevant information have learned about where their food comes from. They
in sources provided (Lesson 2 Research). Their are also asked to consider what new knowledge, skills
understanding of how to identify the country of origin

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Cambridge University Press & Assessment
978-1-009-35418-9 — Cambridge Primary Global Perspectives Teacher's Resource 2
with Digital Access
Adrian Ravenscroft
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Cambridge Primary Global Perspectives 2: Teacher’s Resource

and understanding they have developed – and what it

was that enabled them to gain that understanding.
Cross-curricular links and themes
This project lends itself particularly well to integration
If you choose to invite guest speakers into the with theme-based learning on food and farming.
classroom, please refer to the note on safeguarding
responsibilities in the How to use this Teacher's The theme of food production developed throughout
Resource section. Additionally, while the Learner's this project builds understanding relevant to the UN
Skills Book does not make reference to trying different Sustainable Development Goals 2 and 11.
kinds of skills, this is an option for enriching the project. The theme of food production also builds
Please consult relevant school policies around food understanding of learners’ right to good food as stated
safety, allergies and intolerances if you choose to do this. in the UN Convention on the Rights of the Child
Articles 24 and 27.

Learners have opportunities to apply their knowledge and understanding of, and skills in:
Scientific • Understanding a healthy and balanced diet and allowing learners to find out more
understanding about the food that they eat and where it comes from.
Mathematical • Comparing distances that food has travelled.
understanding
Speaking and • Participating in discussion and explaining their understanding of an issue.
listening skills
Reading skills • Gaining understanding of the features of a range of non-fiction texts, including atlases
and recipes.
Geographical • Comparing food that can be produced in different places.
skills
• Locating places where food is produced using an atlas, map or globe.
Before beginning work on this project, it would be helpful if learners have knowledge of
or have had previous experience of:
• using maps to locate countries
• speaking and listening to and with different people for different purposes
• collecting data by asking questions, and representing data with objects and drawings.
• plant growth
• healthy food.
Assessment Focus
Analysis and Reflection are the focus skills for this project. Analytical skills are developed in Lessons 1 and
2, and Reflection is the focus skill for Lesson 6. However, evidence can be gathered throughout the project.
Reflection takes place at the end of every lesson in the plenary. The following downloadables will support
you with assessing learners’ attainment against the curriculum framework:
• Downloadable 1.15 (Assessment guidance sheet: Analysis)
• Downloadable 1.16 (Assessment record sheet: Analysis)
• Downloadable 1.17 (Assessment guidance sheet: Reflection)
• Downloadable 1.18 (Assessment record sheet: Reflection)
For a general introduction to the Approach to Assessment in this course, see page xxiv.

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Cambridge University Press & Assessment
978-1-009-35418-9 — Cambridge Primary Global Perspectives Teacher's Resource 2
with Digital Access
Adrian Ravenscroft
Excerpt
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1 Where does food come from?

Suggested answers and formative assessment: Open.

Getting started Look for responses that convey understanding of the
Resources needed: different elements shown: food production, distribution,
Learner’s Skills Book pages 10–39 sale, preparation and consumption. Can the learners
draw connections between the food they see in the
Audio 1
picture and the ingredients of meals they enjoy? Do they
Questions from each lesson in the project displayed have any personal experience of growing vegetables or
on a working wall fruit? Do they know about how any dishes they enjoy
are prepared?
Good for: Introducing the learners to the core theme
of the project – the fruit and vegetables that we eat Establish that if food was not grown in the first place,
started life on a farm. They were harvested and shipped it would not be available. In the class discussions,
– sometimes a long way – before they arrived in a shop. do the learners demonstrate understanding of the
Some food needs to be prepared before we eat it. core themes of the project – that fruit and vegetables
come from a farm?
Activity:
1 Show the learners the picture. Discuss as a class. Differentiation:
If the learners did not study Global Perspectives Give support by modelling some appropriate responses
in Stage 1, introduce the four characters Arun, in dialogue yourself in the first instance, then invite
Sofia Marcus and Zara. What are each of the learners to give their responses. For example, ‘Oh look,
children doing? What plants are growing in the that’s Sofia we can see.’ ‘Where is she?’ ‘She’s on the
picture? Have the learners tried eating these? Why farm.’ ‘Who is she talking to?’ ‘A worker who is picking
is the truck there? What are the workers doing? maize.’ ‘Where is the maize going?’ ‘That’s right, it is
What will happen to the crops after they are put going on to a truck.’ ‘Why has the truck got a picture
in the truck? (The logo on the side of the truck of a ship on it?’, and so on.
gives a clue.)
Give extra challenge by modelling some responses in
1
2 Listen to the rhyme and say the words together. dialogue yourself in the first instance that require more
Listen again and clap the rhythm together, inference and deduction: ‘What will happen to the maize
or you may wish to use percussion instruments. after it is taken off the ship?’ ‘Why does the maize travel
Note: Emphasise that the children in the picture a long way on lorries and ships?’
are in a place of work with adult supervision.
Talk about how it is a good thing to find out what
happens in places where adults work but it is not
good to go there without adult supervision.

1.1 Where does our food come from?

LEARNING OBJECTIVES: LEARNING GOALS
ANALYSIS
• I can say how I can find out about my food
2A.01 Identifying perspectives: Recognise
• I can show clearly what I have found out
that different people know different things
about an issue
LEARNING ATTRIBUTES
ADDITIONAL LEARNING OBJECTIVES This lesson gives learners the opportunity to be:
2Rs.04 Record findings from research in • engaged intellectually and socially, ready to
pictograms, simple tables or graphic organisers make a difference

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978-1-009-35418-9 — Cambridge Primary Global Perspectives Teacher's Resource 2
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Adrian Ravenscroft
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Cambridge Primary Global Perspectives 2: Teacher’s Resource

understanding. The important thing is to note down

Resources needed what they seem (not) to know at this stage.
Learner’s Skills Book pages 12–16
Downloadable 1.1 provides an example of possible
Downloadable 1.1 (Worked example for Starter) responses relevant to the three elements of the project
Downloadable 1.2 (Worked example) listed above.
Downloadable 1.3 (Where can I find out about the food
on my plate?)
How does food get to us?
Downloadable 1.4 (For additional support) Good for: Recognising that different people know
Downloadable 1.5 (Carroll diagram) different things about an issue.
Video 1 Activity:
Mini whiteboards (or materials to draw with) Draw attention to the four photos, focusing on the final 1

A selection of fruits and/or vegetables (or images if you one (the child, Geetha), explaining that these images
do not want to bring food into the classroom) come from a video that they are going to watch. Tell
the learners that they are going to find out the answer
Four food labels per group on which the ingredients and
to a question about the food she is eating: How did the
country of origin are clearly identifiable. (Be aware of
food get to Geetha’s plate? Ask the learners to watch
any food allergies that learners may have.)
the video, in which we find out how three people are
Image of a meal involved in the journey of the vegetables from the farm
where they were grown to a plate. Then ask them to
answer the question using the scaffolding provided.
Starter
Good for: Activating prior understanding – identifying Suggested answers:
misconceptions. First, the cucumbers grow on the farm.
Activity: Show the learners some items of fruit or Then, the cucumbers are packed into boxes and put
vegetables. Explain that we are going to be finding onto a truck.
out a lot about three things in this project: a) how fruit
and vegetables grow; b) nice food that we can make Next, the cucumbers are sold in a shop.
with them and c) how they get from where they grow Finally, we can eat the cucumbers.
to us. Tell learners that, when we are finding out
something new, it is a good idea to think about what Differentiation:
we already know. Give support by breaking down the task into steps.
Draw a table on the board for each of the fruit or Pause the recording when the first person has finished
vegetable items you have brought in with two columns speaking. Ask learners to talk about how they could
headed ‘What we know’ and ‘What we would like to write a sentence that starts with ‘First . . . ’ Take some
find out’. What do learners already know about the suggestions. Repeat until they all become familiar with
items of fruit or vegetables you have shown them? Give the process.
time for think–pair–share and note down some of the Give extra challenge by asking learners to consider what
responses in the first column of the table. You may wish each person might need to think about. For example,
to give learners the chance to write on mini whiteboards. the farmer would have to think about the weather.
Having identified what we know, model noticing some The truck driver would have to think about traffic,
gaps – for example, ‘Oh look, we don’t know where a . and so on.
. . comes from.’ Take some suggestions for questions
to note down in the second column of the table.
Misconceptions can be noted as questions to investigate How can I find out about the food
later – for example, ‘Do potatoes grow in a desert? on my plate?
Suggested answers and formative assessment: Open. Good for: Recognising that there are different ways
Encourage learners’ responses that draw on their prior to find out about this issue.

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1 Where does food come from?

Activity: diagram using the criteria ‘From New Zealand’

1 Give time for learners to think individually about and ‘Not from New Zealand’; ‘Made from plants’
what they could find out from each source. Direct and ‘Not made from plants’. Ask the learners to
them to the question associated with each image. answer the questions in the book to check their
Encourage learners to make notes. understanding of how the table works.
2 Ask the learners to work in a group to complete 3 Learners classify four items of food in their groups.
the table in Downloadable 1.3, or simply ask them You may wish to provide the blank version of the
to discuss the sources as described in the Learner’s Carroll diagram on Downloadable 1.5. (Depending
Skills Book. (If you are using the downloadable, see on the food labels you are intending to provide,
the worked example in Downloadable 1.2 for the you may wish to change the criteria on the Carroll
teacher’s reference.) Take feedback as a class. diagram to something more relevant.)

Suggested answers and formative assessment: Answers and formative assessment:

1–2 Open. Teacher observation while the lesson is 2 a Nerys showed information about four items
taking place will reveal whether learners understand of food. [true]
that there are different ways to find out about the b Nerys found out where her butter comes
issue of food. For further examples of responses from. [true]
that indicate attainment at different levels, a worked c All of Nerys’s food comes from New
example is provided in Downloadable 1.2. Zealand. [false]
Differentiation: d Some of Nerys’s food is made from
plants. [true]
Give support by using the cut-out cards from
3 Open. Look for the items of food to be placed
Downloadable 1.4, which uses a potato as the food item
appropriately in the diagram. Do learners
to be researched. Ask the learners to sort the cards into
demonstrate understanding of how findings from
the categories in Downloadable 1.3. Then ask them
research can be recorded in simple tables or graphic
to make suggestions for how they could find out for
organisers? The answer for where honey should sit
themselves based on another food item.
could call for discussion. Honey is made by bees,
Give extra challenge by asking learners to predict what but bees get the pollen for the honey from plants.
answers they might find to their questions and say why Allow for either answer to be correct, but look for
they think that might be the case. reasonable justification from the learner.

Differentiation:
How can I show information about Give support by showing the learners how to draw a
food clearly? Carroll diagram (if you are not using the downloadable).
Good for: Recording findings from research in simple Provide some worked examples for the learners based on
tables or graphic organisers. real food labels showing which part of the diagram each
belongs in.
Activity:
Give extra challenge by asking learners to devise
1 If learners have not already discussed getting
their own criteria for a Carroll diagram. They could
information from food packaging labels in the
research their items of food and present their findings
previous section, point out to them that labels can
appropriately.
be a good source of information. Draw attention
to the food labels shown and ask learners to
identify the information about the country Plenary
the items came from. Discuss the fact that this
Activity: Show a picture of a meal. Put this at the end
information can be provided in slightly different
of a simple flow chart with five boxes in it, explaining
forms (or not at all).
that this represents what happened to the meal before
2 Ask the learners to look at the table in which Nerys it reached the dinner table. In the first four boxes, put
has presented her research about the four items of a question mark. Ask learners to talk to a partner and
food. The items have been classified on a Carroll draw on mini whiteboards or similar what they think

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Adrian Ravenscroft
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Cambridge Primary Global Perspectives 2: Teacher’s Resource

should go in the first four boxes. Take some suggestions.

Ask learners to talk about the sequence. How did the
Home-learning ideas
food get to the plate? What happened first, next, after Activity: Ask learners to find ten items of food and
that? Return to the ‘What we know’ and ‘What we identify the place of origin (country or region) as best
need to find out’ notes that you created at the start. they can. They should make a list (or a simple two-
Ask ‘What did Nerys find out?’ ‘How did she do that?’ column table) describing each item and writing where it
How did we make a chart like that? Explain the home- comes from. If where the food item comes from is not
learning task. stated, they can record ‘Not known’. They can bring the
labels to the next lesson. Alternatively, they could take
Suggested answers and formative assessment: Open. photos, make notes and/or drawings of labels on market
Encourage any relevant answers that show a developing stalls or on shelves for items where there is not a label
understanding of any part of the process. that can be taken away.
Reflection: Refer learners to the learning goals in their Home–school link: Ask parents to help their children to
books (I can say clearly how I can find out about my collect or draw images of food labels that identify the
food; I can show clearly what I have found out). country of origin of food items at home – or when they
See page xxv for a suggested procedure. are out and about shopping.

1.2 How far does our food have to travel?

Atlases or online world maps
LEARNING OBJECTIVES:
RESEARCH Blank world maps for each learner or group of learners
to use (see Downloadable 1.6). You will need to add two
2Rs.02 Information skills: Locate relevant concentric circles, with your home location as the centre.
information in sources provided Suggested radii: circle 1: 1000 km; circle 2: 2000 km
2Rs.04 Recording findings: Record findings Coloured pens or pencils
from primary research in pictograms, simple
Generic world map
tables or graphic organisers

Starter
LEARNING GOALS
Good for: Activating prior understanding and engaging
• I can find out how far our food has travelled with home learning.

• I can show what I have found out Activity: Ask learners what they have found out about
where their food comes from. Reassure them that it
is not always possible to tell from labelling and praise
those who have managed to gather some relevant
LEARNING ATTRIBUTES
information about country of origin. Revisit the notes
This lesson gives learners the opportunity to be: that you have taken in previous lessons – what we know
and what we still have to find out. Have we answered any
• confident in working with information and of these with our labels?
ideas – their own and those of others
Differentiation:
Give support by providing learners with food labels
Resources needed (or copies) to use in the lesson if they have not been
Learner’s Skills Book pages 17–21 able to bring any in.

Downloadable 1.6 (Map of the world) Give extra challenge by providing learners with a label
that doesn’t obviously show where the food has come
Labels from items of food bought locally showing what from and some sources that could help and ask them
the item is and its country of origin to work out where these foods come from.

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Adrian Ravenscroft
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1 Where does food come from?

you, include information about where each product

How can we show where food comes from. The activity will work better if the
comes from? products come from a range of locations.) Ask
Good for: Locating relevant information in learners first to make a chart. This is, in effect,
sources provided. a key so that it is clear which country is coloured
in which colour.
Activity:
2 Give learners a copy of Downloadable 1.6. You will
1 Ask the learners to study the map on which the
need to have drawn two concentric circles on each
country of origin for the three items of food have
map, as explained in ‘Resources needed’. Learners
been coloured in. Draw attention to Mumbai in
work with their group to mark where the foods that
India, where Ananya comes from. Ask them to
they have labels for come from, using an atlas or
complete the chart, which provides a key.
the internet for support as necessary. They should
2–3 Learners answer the questions, identifying use a different colour to mark each country. They
how far the different foods have travelled to get should then look at the circles on the map and use
to Ananya’s home. them to talk to their group about how far the food
Answers: items have travelled. Learners then complete three
1 honey from Turkey – red; rice from India – orange sentences.
2 a: quite far from; b: very far from; c: near Suggested answers and formative assessment:
3 a: rice; b: honey 1–2 Open. Look for the countries of origin of items
of food to be coloured in appropriately on the
Differentiation:
blank outline map and identified accurately in
Give support by modelling how to identify the shape the table. In the class discussion, do learners
of a country on the map provided and locate the demonstrate understanding of how to locate
same country on the page of an atlas. Use the given relevant information? Your observation while the
example of Turkey as the country of origin for honey lesson is taking place will indicate whether learners
to demonstrate the process. Establish that it is a question can record findings from research involving maps.
of looking carefully at the shape of the countries of
origin to see which is which. Repeat with other items Differentiation:
and locations if necessary. Give support by modelling how to complete the
Give extra challenge by moving learners to the activity process using one or more items of food for which you
that asks them to locate their food items’ countries of have labels.
origin on a map. Give extra challenge by asking learners whose prior
Point out that Nerys from New Zealand had two of the skills are more developed to work independently sooner.
same products in her home, the honey and the cashew Ask learners to speculate on what means of transport
nuts. Can the learners find where New Zealand is using might be used to transport the items and how long it
a map, and can they work out whether the products would take. Ask learners to research journey times by
had to travel further to get to Nerys’s home than different modes of transport using IT resources; check
to Ananya’s? their initial response.

How far away has our food Plenary

come from? Activity: Display a world map. Locate some of the
places on your map and ask the learners how they
Good for: Understanding how to record findings from
think these items could have travelled. Ask learners to
research involving maps.
think about the foods that they found out came from
Activity: nearest to where we live. How could they have got here?
1 Explain that the learners are going to colour in Give time for think–pair–share. Repeat for items that
a world map to show where three items of food came from far away. If possible, demonstrate some of
come from. (Make sure that the labels they are these journeys using a GPS application projected to
using, brought in by the learners or provided by your board.

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Suggested answers: Open. Encourage answers that Reflection: Refer learners to the learning goals in their
show understanding – for example, that a lot of food books (I can find out how far our food has travelled;
is needed. It will need to go on big lorries or trains. I can show what I have found out). See page xxv for
Sometimes it will need to go a long way – including over a suggested procedure.
the sea. Can a truck go over the sea? and similar.

1.3 What do different people think about

where our food comes from?
Downloadable 1.9 (Example questions for support)
LEARNING OBJECTIVES:
EVALUATION A visitor who has a perspective on food (ideally food
that is produced locally)
2E.01 Evaluating sources: Suggest sources
which might be relevant to an issue, explaining
reasons for relevance Starter
2E.02 Evaluating perspectives and arguments: Good for: Building skills that will help learners engage
Express an opinion about a given issue, giving with perspectives, arguments and sources.
reasons for opinion Activity: Think of an issue that your learners have direct
experience of – for example, the time that school starts
or finishes.
ADDITIONAL LEARNING OBJECTIVES
1 Display and read out statements on opposite sides
2A.03 Making connections: Talk about simple, of the idea that ‘It would be good if school started
personal consequences of own actions on others an hour earlier’. You may wish to use the examples
on Downloadable 1.7. Which statements are for the
2A.04 Solving problems: Suggest a personal idea? Which are against it?
action that could make a positive difference to
an issue affecting self 2 Ask who might have a view on the issue? Who
would the change affect? For example, parents,
teachers, anyone else? Give time for think–pair–
share. Note down suggestions then ask learners to
LEARNING GOALS suggest what each person who had a view might say.
Establish that when someone gives their idea about
• I can write about what I think
something in this way, this is called a perspective.
• I can say why I think something Answers and formative assessment:
1 These answers are based on Downloadable 1.7.
1 against (teacher or parent); 2 for (learner or
LEARNING ATTRIBUTES
cricket coach); 3 against (learner); 4 for (teacher
This lesson gives learners the opportunity to be: or parent); 5 for (parent); 6 against (parent)
2 Encourage answers that build on evidence
• engaged intellectually and socially, ready to
and use reasoning to explain who might be in
make a difference
favour of and who might be against the idea.
Do learners demonstrate engagement with
different perspectives and arguments in the class
Resources needed discussion? Your observation while the lesson is
Learner’s Skills Book pages 22–25 taking place will reveal whether learners are able
Downloadable 1.7 (Statements for and against an idea) to make connections between ideas presented in
various sources.
Downloadable 1.8 (Statements for and against an idea –
Worked example)

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1 Where does food come from?

Differentiation:
What should I do when a visitor
Give support by picking out key words – for example,
‘good’, ‘not good’. Display appropriate emojis to help
comes to school?
classify the perspectives – for example, J and L. Good for: Making connections and solving problems.
Give extra challenge by asking learners to explain Activity: Learners are introduced to a scenario. The
why some people would be for the idea and others characters in the Learner's Skills Book are expecting two
might be against – giving reasons based on their prior visitors – a chef and a farmer. Following an example
understanding of the issue. in the book, they talk to their partner about: What the
characters should they do when the visitors come to
their school; What questions the characters should ask
Are they for or against the idea? when the visitors come to their school.
Good for: Evaluating perspectives and arguments They then talk to their partners about: What they
Activity: Ask learners to read the statements in the should do themselves when the visitor you have
table in the Learner’s Skills Book. Each statement gives identified who works with food comes to their own
a perspective on the issue of food being transported school; What questions they should ask themselves
around the world. Ask the learners to decide whether when the visitors come to their school.
the perspectives are positive or negative on the issue – Suggested answers:
using a choice of emoji to classify them as for or against. 1 They should ask the farmer to tell us what they like
to grow. They should ask the chef to tell us what
Answers and formative assessment:
they like to cook. They should ask the farmer to tell
a: against; b: against; c: for; d: for; e: against; us if they sell food to far away places. They should
f: for. ask the chef to tell us if they buy food that comes
A worked example is provided in Downloadable 1.8, from nearby.
which includes highlighted key words. This can be 2 a Please can you tell us what you like to grow?
used for further examples of responses that indicate Please can you tell us what you like to cook?
attainment of evaluation skills at different levels. Do you sell food to far away places? Do you
Ask questions to check whether learners understand buy food that comes from nearby?
the reasoning behind some of the opinions given. b Open. Look for actions and questions
Example questions could include: ‘Why is local food appropriate to information your visitor will
fresher?’ ‘Why might bringing in food from other be able to provide.
countries make it hard for local farmers?’ Do learners
show the ability to evaluate perspectives and arguments Differentiation:
in these discussions? Give support by explaining how the scaffolding table
can be used to generate appropriate actions and
Differentiation: questions using the worked example in the Learner's
Give support by discussing the two worked examples. Skills Book.
Help learners to pick out and link key words –for Give extra challenge by asking learners to help others
example, ‘nearby/nice’ or ‘around the world/enjoy’ – that in their group to come up with good questions to ask a
can help to classify the perspective as ‘for’ or ‘against’. visitor so that they can find out a range of appropriate
See Downloadable 1.8. information for the display their group will be creating.
Give extra challenge by asking learners to speculate who
might have given each of the opinions – for example,
someone who has a local farmer in their family.
Someone who must feed a family and is worried
about the cost of food.

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Give challenge by asking learners to respond with their

Can I say what my opinion is and say own opinions to the answers provided by their partners
why I think that? during the activity. Ask them to identify to what extent
Good for: Evaluating sources, evaluating perspectives their opinions are the same as, or different to, their
and arguments, making connections and partners’ opinions. Ask the learners to explain why it is
solving problems. they share or do not share their partners' perspectives.
Activity: Give the learners time to prepare questions
about local food that they can ask a visitor. This visitor
should be someone who has a perspective on food that
Plenary
is produced locally (e.g. through growing it, selling it, Activity: Orientate the learners to the group task that is
cooking it, etc.). Give learners time with your visitor coming next. They will need to plan a meal and make
to ask their questions and explore the visitor’s answers a display about it. They will need to find out as much
using follow-up questions. The questions and task in as they can about the meal so that they can tell other
the Learner’s Skills Book should be conducted not long learners: what it tastes like, how it is made, what the
after the learners have spoken to the visitor. ingredients are, how the ingredients are transported and
how the ingredients are grown. Ask learners to think
Suggested answers and formative assessment: Open. about what they might choose to talk about, what they
This will depend on the visitor you are able to invite. know already, what they need to find out about. You may
Encourage answers that provide a mixture of facts and wish to organise the learners into the groups they will be
feelings following the examples provided in the Learner’s working in during the following lesson at this point.
Skills Book. Check that learners can answer the activity
questions by referring to information provided by Suggested answers: Open. Talk about a particular
the visitor. Check that learners are able to express an activity that supported learning.
opinion about the visitor's information, and provide Reflection: Refer learners to the learning goals in
clear reasoning. their books (I can write about what I think, I can say
why I think something). See page xxv for a suggested
Differentiation: procedure.
Give support by drawing learner’s attention to the useful
words feature in the Learner’s Skills Book, and breaking
down the questions if necessary. Provide the class with Home-learning ideas
a selection of paired ideas relevant to your visitor and Activity: Ask the learners to find out as much as they
decide together if they are the same or different. For can about a meal that they have at home, such as what
example, I like to eat bitter gourd/Bitter gourd tastes nice it tastes like, how it is made, what the ingredients are,
(same) and Growing bitter gourd is easy if you know how/ how the ingredients are transported, how the ingredients
Bitter gourd is difficult to grow (different). Invite the are grown.
learners to say which ones they agree with. Model how Home–school link: Explain that you are finding out
you might agree or disagree with the ideas and support about food. Do parents have any recipes for food that
the learners in expressing their opinions about the ideas their child could bring in? Can the they talk to their
you have provided. child about a meal that they enjoy: what the ingredients
are, how the ingredients are transported, where they
come from and how the ingredients are grown. Can they
help their child to find, cut out and bring in pictures
of the following items from newspapers, magazines
and advertisements: fruit and vegetables; different
forms of transport; grocers shops or supermarkets;
kitchen utensils.

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