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GLOBAL FOOD CHALLENGE

Slideshow B. GLOBAL FOOD CHALLENGE. Global Food Challenge resources for 11-14 year olds. SESSION THREE Who Produces our food?. Farming around the world. Look at your photograph. Where is this place? Who might the farmer be? What is happening in the photograph?

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GLOBAL FOOD CHALLENGE

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  1. Slideshow B GLOBAL FOOD CHALLENGE Global Food Challenge resources for 11-14 year olds

  2. SESSION THREEWho Produces our food?

  3. Farming around the world... • Look at your photograph. • Where is this place? • Who might the farmer be? • What is happening in the photograph? • What is happening beyond the frame of this photograph?

  4. Jim Champion

  5. Meet Leyla... Malawi Abbie Trayler-Smith/Oxfam

  6. What is a hero? A hero is defined in the Oxford English Dictionary as: “a person who is admired for their courage, outstanding achievements, or noble qualities”

  7. What did you notice? What was common to all of the examples? Challenges? Responses?

  8. SESSION FourWhat is a global supply chain?

  9. What is a food supply chain? The chain of stages a product goes through from a crop (or raw material) being grown (such as a strawberry) to a finished product in a shop (such as a jar of strawberry jam). At each stage the product is bought and sold between people. Products go through different processes to be made into a finished product.

  10. How are the lives of Malika and Emily connected? Look at your mystery cards. When you have read all the information, think about how you can sort the cards to develop an answer to the question above.

  11. Moroccan mystery questions • How much does a punnet of strawberries cost in the UK? • Where do the strawberries that Emily’s mother buys in the supermarket come from? Do you know where this country is? • How much does a strawberry picker in Morocco get paid for a day of work? • What is Malika’s life like? • What is her mother’s job? • What does Emily’s mother do in this mystery? • How do the supermarkets affect Malika's life? • Why do you think working conditions are poor for many farm workers? • What do you think could be done to improve working conditions? • How do the strawberries move along the supply chain? • Who is involved in this supply chain? • Do you think that this supply chain is fair?

  12. Can you make a paper chain to show how strawberries move along the supply chain? When the strawberries arrive in Europe, importers buy them and distribute them to UK supermarkets. Strawberry pickers work in difficult conditions on a strawberry plantation in Morocco. The plantation owners sell the strawberries to exporters to take the products to Europe. The supermarkets sell the strawberries to consumers like me.

  13. Discussion points • Why is this called a "supply chain"? • Who do you think earns the most/least money in this supply chain? • Do you think this supply chain is fair? Why/Why not? • How could this supply chain be made fairer? • Do you have a personal role in this supply chain? • Do you have any influence or control over this supply chain? • What other supply chains are you part of?

  14. Session FiveIs FooD Fair?

  15. Can you beat the system? • You are a small-scale farmer growing crops in Kenya. • Maize is your main crop. How much can you produce? • What challenges do you face? • Can you beat the global food system?

  16. SESSION SIX: Taking Action

  17. What are the challenges in the global food system?

  18. Could the global food system be fairer?Who could do something?What could they do? • Look at the examples of what different groups can do to make the food system fairer. • You need to decide which action you think will have the most impact and say WHY. • You can use the impact line to help…

  19. Where on the line does your example go?

  20. What is the impact of the action? • Decide whether the impact has been big or small. • Big: it makes a big direct impact on making the food system fairer. • Small: it makes a small direct impact on making the food system fairer. • Think about whether the action: • Is helping/has helped people directly • Is helping/has helped people indirectly (this is usually people who live further away from the action) • Is helping/has helped some people • Is helping/has helped many people • Will help people in the future

  21. What could you do? You can take action to raise awareness about the global food challenge. What action could you take?

  22. Here are some ideas... In the supermarket can you spot at least one product from each continent? Can you find any Fairtrade produce? Design a poster to inform people about the challenges faced by small-scale farmers around the world. In your classroom, display a paper chain to show how a supply chain works. Deliver a presentation in assembly to share your learning about global food issues. Set up a community garden in your school. Can you reduce your food miles? Can you produce food locally? Find out about food in your school. Where does it come from? Is it Fairtrade-certified? Write to your local supermarket to share your concerns about the challenges faced by small-scale farmers and workers at the start of global supply chains. Encourage less waste and packaging from food at your school. (This will help to reduce your carbon footprint.). Find out more about farming in the UK. Which crops are produced? What are the challenges for farmers? Can you find a local farmer to speak to your class? In your classroom, create a display about a food issue of your choice.

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