Key Fact 1: Food is produced all around the world.
a) To be able to name the sources of common ingredients found in meals.
Before children think about where in the world their food is produced, they need to know the sources of ingredients in the dishes they eat. The 5-7 Key Fact 1 lessons covered this with tasks which involved children tracing foods to their plant and animal sources. This session is a brief revision of that work.
Ask some of the children to give an example of a meal they have eaten recently. They could come up and draw these on the board. You could use the Where can you buy these from? Interactive Whiteboard Activity as a starter activity, looking at ingredients purchased from different shops.
Question the children about where the different parts of their meal come from. Encourage them to go as far back as they can with each different food, e.g. trace breakfast cereal back to the wheat or oats growing in a field.
Help the children to understand that all our food has to be produced for us. Plants have to be grown and animals have to reared or caught.
Demonstrate the Where do my meals come from? (5-7) Interactive activity. Question the children about each item of food to get them to trace it back to its source, e.g. What is cheese made from? Milk. Where does milk come from? Dairy cows. Set the children to work on the activity.
Once the children have completed this activity, they can work on the Where do my meals come from? (8-11) Interactive activity.
b) To be able to name some foods which are produced in the UK.
Take a food from the bag or use the UK Food Cards 307 and UK Food labels Cards 308, and ask the children to name it and say where in the UK it might come from. Read the label to reveal the answer and ask for help labelling the place on a UK map, a map where counties are shown will be best. Repeat this twice more.
Share the foods (or UK Food and UK Food labels Cards 307 and 308) out among the children and hand them a UK Food map Worksheet 306. Explain that they need to look at each food and read the label to find out where it is produced. They then need to use a map to find out where the place is. Finally, they can draw the food on their worksheet and use an arrow to show where in the UK it comes from. The children should repeat this with all the foods.
Check the children’s work with them.
Challenge the children to find out about foods which are produced locally and add these to their worksheet.
Extend this work by using the Down on the farm PowerPoint presentation. Go through the presentation, focusing on the animals farmed for our food. Ask children to complete the Down on the farm worksheet.
Highlight the importance of farmers looking after the animals, countryside and maintaining safety. Introduce children to the Red Tractor mark. Challenge children to learn more about the mark using the Red Tractor worksheet. Create a display of food packaging with the Red Tractor logo. You may also wish to look at the importance of keeping animals safe and healthy – use the Looking after animals Worksheet.
c) To be able to name some foods which are produced outside the UK.
Ask the children to work in small groups and list foods they think are produced in a country outside the UK. Ask the children to jot down which country they think these foods come from.
Discuss the children’s ideas and ask them to explain why they think these foods are produced outside the UK.
Reveal a display of 5 foods produced in different countries outside the UK (or use the World produce Cards 309 and later in the lesson the World produce labels 310).
Examples of possible foods:
- Feta cheese;
- Buffalo mozzarella cheese;
- Chick peas;
- Coffee beans.
Remove or conceal the names of the products and their countries of origin before the task, write these clearly on labels and pin them up randomly for the children to see. Ask the children to help you place food and origin labels by each product. Ask the children to help you find the countries on a world map and discuss why each food might be produced in a certain country, e.g. climate, weather.
Ask the children to work in pairs or small groups to find out more about the foods discussed and the foods they thought of at the beginning of the lesson. Ask them to investigate the following:
- How they are produced;
- Why these foods are not produced in the UK, e.g. climate, soil conditions, cost.
- The basic requirements of all plants and all animals regardless of where they are produced.
The children can present this information as a booklet, poster or PowerPoint presentation to tie the work into other curriculum areas.
d) To know that climate and conditions affect when and where food is produced.
Talk about seasonal foods, particularly fruit and vegetables but also meat and dairy products. Look at what is available now throughout the UK. Look at the Seasons PowerPoint 309.
Question the children:
- Why do we get different foods at different times of the year? (Because the weather affects what can be produced.)
- Can we get food which is not in season in the shops? (Yes.)
- Can you give any examples?
- Where does this food come from? (Some food is grown in hot houses or green houses in this country and some food is grown or produced abroad and sent to the UK.)
Consolidate the work by looking at the Eat the seasons PowerPoint presentation. Explore what is meant by seasonal foods – what are the benefits of consuming seasonal foods? Use the Eatwell Worksheet to focus on which foods are in season from the Fruit and vegetables group. Alternatively, use the Seasonal food Worksheet – explore six foods and discuss when these are in season during the year.
Split the class into groups and allocate different groups of children a season and instruct them to use the internet and books to find out what food is available in that season, in the UK, e.g. What is produced when, what conditions different foods need in order to be produced.
In their groups, get the children to create a poster (possibly based around a UK map) indicating what is available in the UK during their given season.
Key Fact 1 plenary
Recap with the children.
Lots of the food we eat comes from around the UK.
Some of the food we eat comes from other countries. This can be because of reasons such as climate, soil conditions and cost.
What can be produced is affected by the season. We can get out of season foods by producing them indoors or importing them from other countries.
As part of a food themed assembly, use the Down on the farm PowerPoint to review farming and looking after the countryside, crops and animals. Look at the Red Tractor mark and discuss what it stands for. Have the children seen the mark before?
Find out what produce grows locally.
Start some growing in school to help children learn more about seasonal produce and growing conditions, e g. potatoes, lettuces, herbs, tomatoes. This work could link to science. The children could keep a record of the plants’ growth, this could be written or photographic.
Organise a farm visit where children can find out more about the conditions needed to produce different food.
Challenge children to find out how food travels to the UK from other countries.
Try to visit a local farm or farm shop to acquire some seasonal produce to make a
Test your pupils on their poultry knowledge with the Poultry quiz (downloadable Poultry quiz PowerPoint can be found in the file list below).
Cook a dish with seasonal food using the video clips and recipes to help. For support setting up cooking lessons see the Cooking module.
Plum-berry dessert Video and recipe
Winter salad Video and recipe