Suggested HWB Experiences & Outcomes
- When preparing and cooking a variety of foods, I am becoming aware of the journeys which foods make from source to consumer, their seasonality, their local availability and their sustainability. HWB 2-35a
- I can understand how advertising and the media are used to influence consumers. HWB 2-37a
Suggested Learning Intentions
- To extend knowledge and understanding of local and global issues affecting food choice.
- To understand key aspects of food marketing and advertising and how this can influence what they choose to eat.
Suggested Success Criteria (I can...)
- Describe the journey of food from source to plate. HWB 2-35a
- Discuss/debate issues related to importing and exporting food from and to other countries. HWB 2-35a
- Identify at least three tactics used by advertising companies to influence the sale of their products.HWB 2-37a
- Apply my knowledge of media bias to make informed decisions. HWB 2-37a
Suggested Learning Experiences
The European Food Safety Authority has stated there is no evidence that food is a source of coronavirus (COVID-19) and it is very unlikely that it can be transmitted through the consumption of food. However, practical food activities including food sharing, tasting, preparation and cooking are probably going to be quite difficult to manage in a classroom setting during this initial period as children return to school. Fortunately there are still plenty of other relevant activities providing challenge and enjoyment for the children, including finding out about things they may have tried to cook at home.
- Food and the Consumer
- Make a fruit salad or smoothie– use maps/atlas etc to find out the ‘food miles’ the different fruits have travelled. Investigate which foods have travelled the furthest. Discuss/debate issues related to food miles and the effects on the economy and environment eg, cost; fossil fuels
- Discuss/debate reasons for and against importing foods from other countries.
- Conduct a food tasting session. Compare the same/similar products which have been sourced locally versus imported from abroad.
- RHET work in partnership with teachers to enable real-life learning opportunities and will be able to organise a visit to a local farm to find out what is grown and when it is harvested. Classroom speakers are also utilised in order to supplement these visits or to reach classes that are unable to make it out onto working farms.
- Investigate the range of shops in the local area – discuss the decline in local butchers/fishmongers in favour of larger supermarkets. Consider the effect this may have on the local economy .
- Investigate foods that are available or ‘in season’ at different times of the year and local to your area. Prepare a dish using as many of these fresh, local, sustainable ingredients as possible.
Advertising and the Media
- Discuss/debate a range of food adverts considering who they are aimed at and the message they give to children.
- Debate whether advertisements that promote unhealthy food should be banned from the TV/Magazines etc.
- In small groups, get the children to design their own breakfast cereal. Encourage them to look at successful breakfast cereals currently on the market. They need to develop an advertising campaign for their product and test these adverts out on pupils/staff from across the school. Encourage the children to use many different ploys, already used by advertising companies, to encourage the sale of their products; BOGOF; collecting tokens, toys, healthy eating claims etc. Look at who had the most successful advertising campaign and why.
- Discuss whether they think food companies would put profits ahead of the health of their consumers eg consider the claims of companies making bottled milk for babies.
Suggested Cross-Curricular Links
- LIT 2-17a / LIT 2-29a – Devise an advertisement for a food product they have invented themselves. Use persuasive language to encourage people to buy it. Write a script / create a jingle / role-play / make posters for the product.
- MNU 2-20b - Compile a list of current, up-to-date advertisements and conduct a class survey to find out the most popular and why.
- TCH 2-04b – Using a range of reference books / websites, produce a poster / leaflet / power point presentation on the journey of one food product.
- MNU 2-09a – Consider the different costs of food, drink and meals and use this to make informed choices. Compare the cost of food when planning to eat out or cook at home.
Suggested Word Bank
Parent & Community Engagement
Pathways, Tracking & Monitoring
- Year Planner (Second Level)
- Pupil Learning Log and Benchmarks srf
- Annual Progression Planners ( Second Level)
- Responsible E/O Bundle with UNCRC links
- Personalised Year Planner (Second Level)
- Topic Specific Planners ( Second Level)
NHS Lanarkshire Library Resources
- Greener Scotland is a one-stop website for greener living. This site combines a wide range of excellent information and has lots of resources for children to use
- Royal Highland Education Trust - Taking the Classroom to the Countryside! All RHET services are free to schools in Scotland
- Fair Trade website with information on how to set up and run a fairtrade event at school
- Explaining the different stages of producing and processing food.
- Looking at the origins of dishes and meals from different countries.