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Download After shelling and washing, the coconut kernel is ground and air-dried in a fluidized bed dryer. Within 12 hours, the grated dried kernel is expeller pressed. The oil then goes through a two-stage filter process to remove solids and pr
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Teacher’s Notes
Where does your food come from? Teacher’s Notes Summary
Children look at foods at home to see where they came from. Or teacher can bring a selection of foods from home into class. Packaged fruit and vegetables often have country of origin labels on them.
Aims
Develop an understanding of where food comes from and the idea of food miles.
Activities
Children look at foods in their house. Observe their country of origin and record it. Remind children that packaged and processed foods can have ingredients that come from places different to where the product is made. Discussion in class as to the range of countries and also the distances travelled by their food. Food miles During the discussion describe how the transport of food generates carbon dioxide. Therefore the greater the distance travelled, the more carbon dioxide will have been produced. This is the idea of food miles.
Teacher info
This activity asks the children to investigate the origins of their food. Production areas could be shown in a display (possibly of food labels) placed onto a large world map. More able children can quantify the actual miles travelled by their food. An awareness of the range of producers and the transport, refrigeration and processing that may be required to make foods available in this country is developed by this process. Making these foods available requires an energy input which will result in the production of carbon dioxide.
Timing
Homework (if looking at foods at home) with 10 minute follow-up in class. Or 30 minutes if food brought into class.
Resources
Worksheets supplied: Table to record food and country of origin. World map to mark countries.
Curriculum links
Geography- to recognise how places fit within a wider geographical context PSHE–recognise that choices affect individuals, communities and the sustainability of the environment
Differentiation
Geography can be supported by having children represent their results by marking the sources of the food on the world map (provided). Children can be asked to find the distances in miles that each item of food has travelled. Note: distances can be measured using Google Earth which is available from: http://earth.google.com/
Climate Choices – Children’s Voices
Where does your food come from? Look at the food. Look at the labels to see where the food has come from. Show the food and the country it has come from in the table below. Food
Climate Choices – Children’s Voices
Country it came from
How far has it travelled? Long distance or short distance
Where does your food come from? Mark on the map the different countries that your food has come from.
