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Where does my food come from?

Where does my food come from?

1. Real Life Situation

When I wake up in the morning the only thing I think about is my breakfast. It is hard to decide what to eat because I have lots of choices. Will I eat toast? Maybe cereal? Or eat cheese like in Hungary? Let’s look in the cupboard and see what is inside. It is really important for me to eat a BIG breakfast as I have a lot of things to do everyday.

By lunchtime my stomach is rumbling….(growl growl growl). I look forward to lunch because it means that I can talk with all my friends whilst eating. My lunch looks great. Some of my friends like to eat lots of chips for their lunch, others like to eat an apple. I wonder how they decide what they eat and where their lunch comes from?

Home from school and time for a snack. I have a choice of so many things….orange, banana, crisps, chocolate, stroop waffle. 

“Dinner time!” I run downstairs and climb into my chair. Urrrrgh…not green stuff AGAIN. Why are all the ‘good’ things green? Can’t we eat out instead?

Time for bed, I wonder what I will eat tomorrow?

2. Introduction

bananatree

I like apples and bananas. We have an apple tree in our garden. I would like to grow bananas as well. Do you think that is possible?


 

 

 

 

3. Task

Supermarket_vegetables_klein

In this web quest you will investigate where your own food comes from. Your food diary will provide you with enough information to do your research.

 

 

 

4. Activities

Activity 1: Food diary

Activity 2: Where was my food grown?

Activity 3: From field to plate

Activity 4: Food from far away

 

Activity 1: Food diary


You are going to make a food diary of all the food that you eat today. You will then investigate where all your food has been produced by looking at the packaging and lables.

Instructions:

Use this food diary to record everything you eat today.

Look at the packaging of the things you have eaten to see where your food was produced.

Not all food products have packaging or labels so you might have to go to the supermarket with your family to investigate further and find out which country your fruit and vegetables are from. Visit the fruit and vegetable area of the supermarket and read the signs next to fruit and vegetables you have eaten to find out where each item has come from. 


Activity 2: Where was my food grown?

Instructions:


You have written down where you food was grown or produced. Colour the countries on your Where was my food produced/grown worksheet to see which continent most of your food comes from. Use an atlas or google maps to help you.

Working in small groups of 3 or 4 compare your results.

Are there big differences between the people in your group?


Activity 3: From field to plate

Instructions:


You might eat a banana for lunch but do you know what happened to it before it ended up in your lunch box and on your plate?

Watch  this clip about banana plants.

Read the information about bananas.

Explain in five drawings the journey of a banana from field to plate including growing and transportion. You can also add some text with each drawing.


Activity 4: Food from far away


Some of your food has to travel a long way. Rice is mainly grown in Asia and a lot of fruit comes from Latin America.
To transport the food there are different options. In mainland Europe a lot of products are transported by truck. A big boat is used for transport across sea. Food which is very delicate and decays quickly is transported by aeroplane. Why isn't all your food transported by aeroplane?

Instructions:

Have a look at your food diary and identify one product that you would transport by aeroplane, one by boat and one by truck. Use the worksheet and questions below to help you find the answers.

On this worksheet there is information about costs, time of transport and CO2 emission.

1. Which country is your food produced in?
2. Which forms of transport could be used?
3. Will your food decay quickly?
    a) No, transport by boat.
    b) Yes, transport by plane or truck.
    c) Yes, very fast. Transport by plane.
4. What is the cheapest way of transporting your food?
    Is it possible to use this form of transport?
5. Which form of transport will produce less CO2?
    Is it possible to use this from of transport?

 

bananas_on_bikeAn example: I eat a banana.

1. The banana is produced in Costa Rica.
2. That means transportation will need to be by boat or aeroplane because the bananas need to cross the ocean.
3. Bananas take several weeks to ripen so transport by boat is an option.
4. Transport by boat is the cheapest option and the boat can bring 50 containers of bananas at once.
5. A truck uses less CO2 however transportion by truck is not possible because the bananas have to cross the sea.
Conclusion: Transport by boat is the best option.

 

 

5. Reflection

Write down three things you have learnt about.

Write down two things you would like to find out more about.

Choose one of these things, how could you find out more about it?


Food and Drink learning wall

6. Conclusion

 

running_banana3 Where does most of the food you eat come from?

Is it possible to eat food which is produced in your own country?

Why might it be environmentally better to eat food grown and produced in your own country?

Perhaps you could visit a farm in your neighbourhood to see how your food is produced!

 

 

7. Teacher notes

Age: 10-12 years

Time:

Total: 85 minutes and 20 minutes homework

Activity 1: Food diary (20 min plus homework)
Activity 2: Where was my food grown? (20 min)
Activity 3: From field to plate (45 min)
Activity 4: Food from far away (20 min)

Curriculum / Subject (cross-curricular links):

Biology

Geography

 

Learning objectives:


By the end of the webquest all students will:

Have completed a food diary

Have read food packaging and labels and identified that food is grown and produced in different countries

Located countries on a world map

Produced information in a schematic diagram

 

List of resources:
http://www.oxfam.org.uk/coolplanet/kidsweb/banana/banana.htm
http://www.bbc.co.uk/learningzone/clips/banana-plants-growth-and-harvesting-in-jamaica/71.html

Teacher assement framework


 

Мне показалось, что рядом с моей головой раздался сухой металлический щелчок.

Тяжкая работа, чем быстрее это проделываешь, тем она болезненнее.

Однако ей тем более следует поспешить с осуществлением задуманного предприятия, решила она, убирая оконный фокус, и вся панорама скользнула назад и исчезла.

Потом поверхность озера вздыбилась и миниатюрное цунами устремилось в мою сторону.

Но я должен это сделать, ответил я.

А сам Сейджек между тем размышлял о последствиях своего избрания, и ему в душу закралось "Шпаргалка Судопроизводство" некоторое беспокойство.