Lesson Plan | Active Methodology | People and food

Premises: This Active Lesson Plan assumes: a 100-minute class duration, prior student study both with the Book and the beginning of Project development, and that only one activity (among the three suggested) will be chosen to be carried out during the class, as each activity is designed to take up a large part of the available time.

Objectives

Duration: 10 - 15 minutes

The purpose of this stage is to set clear learning goals for students, ensuring they understand the key concepts of food sources and acquisition methods. By defining these objectives, students are better equipped to engage in classroom activities designed to apply their knowledge, fostering an interactive and participatory learning environment that connects geographical concepts to their everyday lives.

Main Objectives:

1. Students will be able to classify different types of food people eat, identifying which foods come from plants and which come from animals.

2. Students will understand and explain the various ways people obtain food, including methods such as buying, growing, collecting, fishing, and hunting.

Introduction

Duration: 10 - 15 minutes

This stage aims to activate students' prior knowledge through engaging problem situations, drawing connections to their lives and the world around them. By contextualizing the lesson, the importance of understanding food sources and acquisition methods is highlighted, fostering a deeper interest and relevance in the subject matter.

Problem-Based Situation

1. Imagine a family living in a rural village that relies on local farming to feed themselves. They face a sudden drought. How will this impact their ability to provide food for their family? What alternative sources of food could they consider?

2. Consider a group of friends who love to eat fish but only have access to a supermarket. They wonder about how fish is sourced, whether it is farmed or caught in the ocean. How does this affect the fish they are buying?

Contextualization

Understanding where our food comes from and how people obtain it is crucial in today's world, especially in South Africa. For instance, the traditional way of hunting and gathering food is still practiced by some communities, while others depend on supermarkets for their daily needs. Knowing these methods can help students appreciate the diverse cultures and practices that shape our food systems. Additionally, with the growing concerns over sustainability and food security, learning about food sources and how they are acquired can empower students to make informed decisions about their own diets and the environment.

Development

Duration: 70 - 85 minutes

This stage focuses on active engagement through creative problem-solving activities that allow students to apply their prior knowledge about food sources and acquisition methods. By participating in these hands-on activities, students deepen their understanding of the topic while collaborating with peers and discussing real-world applications of geography through food. This interactive approach encourages critical thinking and fosters a connection to their cultural context, making learning both meaningful and entertaining.

Activity Suggestions

It is recommended that only one of the suggested activities be carried out

Activity 1 - Food Source Scavenger Hunt

> Duration: 60 - 70 minutes

- Objective: To enhance students' understanding of food sources by actively searching for and categorizing examples of food from different origins.

- Description: Students will embark on a scavenger hunt around the classroom (or school yard) to find pictures of different food items sourced from plants and animals. The teacher will hide these pictures in various places, and students must work in groups to find them. Once they have collected their pictures, they will categorize them into two groups: 'Plant-based Foods' and 'Animal-based Foods'. At the end of the hunt, each group will present their findings and discuss the significance of the foods they found, touching on where they might come from, who might grow or catch them, and their nutritional value.

- Instructions:

• 1. Divide students into groups of 4-5.
• 2. Explain the rules of the scavenger hunt and what types of food images to look for.
• 3. Set a timer for 20 minutes for students to find as many images as possible.
• 4. After the hunt, provide each group with a large piece of paper to categorize their images into 'Plant-based' and 'Animal-based'.
• 5. Each group will have 10 minutes to prepare a short presentation on their findings.
• 6. Each group will present their images and discuss their significance to the rest of the class.

Activity 2 - Market Day Simulation

> Duration: 60 - 70 minutes

- Objective: To simulate a market environment where students understand the various ways of obtaining food and the importance of food origins.

- Description: In this engaging and interactive activity, students will set up their own 'market' where they will represent different food vendors. Each group will be assigned either a vendor that grows food (like a vegetable stall) or a vendor that provides food from animals (like a fishmonger). They will create signs and prepare a short sales pitch for their food items, explaining where they come from and how they are acquired. After the preparation, students will have a market day where they can 'purchase' food from each other using play money. They will not only learn about the different methods of obtaining food but also the value and importance of food sources.

- Instructions:

• 1. Divide students into groups of 4-5 and assign each group a food vendor role.
• 2. Provide materials (paper, markers, etc.) for students to create signs indicating their food items, prices, and source of food.
• 3. Allow 20 minutes for groups to prepare their stalls.
• 4. Set up the classroom as a market space and give students play money.
• 5. Allow 20 minutes for the market day where students can visit stalls and 'purchase' food.
• 6. After the market, hold a reflection session where students share what they learned about food sourcing.

Activity 3 - Culinary Cultures Presentation

> Duration: 60 - 70 minutes

- Objective: To engage students in understanding the cultural dimensions of food sourcing and the diversity of food practices in South Africa.

- Description: In this creative activity, students will explore different cultures' relationships with food by researching how various communities in South Africa obtain their food. Each group will choose a specific community (such as the Xhosa, Zulu, or Afrikaans) and prepare a brief presentation. They will highlight the types of food the community eats, whether it comes from hunting, gathering, or farming, and how these practices reflect their cultural identity. Students can include images, stories, and even traditional recipes. After the presentations, there will be a class discussion about the diversity of food sources and the impact of culture on food choices.

- Instructions:

• 1. Divide students into groups of 4-5, assigning each group a specific culture or community.
• 2. Allow students to use classroom resources or devices to research their assigned culture's food sourcing methods.
• 3. Provide materials for students to create a visually appealing presentation (posters, slides, etc.).
• 4. Allocate 30 minutes for groups to prepare their presentations.
• 5. Each group will present their findings to the class, allowing 5 minutes per group.
• 6. After all presentations, facilitate a discussion about the cultural significance of food sourcing.

Feedback

Duration: 15 - 20 minutes

The purpose of this feedback stage is to consolidate the knowledge gained during the lesson by encouraging students to articulate their learnings and reflect on their experiences. This group discussion fosters critical thinking and communication skills, allowing students to share diverse perspectives while reinforcing their understanding of how people obtain food and the cultural significance behind these practices. By engaging with peers, students solidify their learning, making the concepts more relatable and meaningful.

Group Discussion

Thank you all for your hard work during today's activities! Now, I would like everyone to share what they learned from each of the tasks. Let's go around the room, and each group can tell us about their experiences and the key points they discovered regarding where our food comes from and how people acquire it. Remember to listen carefully to your classmates, as we all have valuable insights that can help us learn from each other.

Key Questions

1. What surprised you the most about the sources of food you discovered?

2. How did your understanding of buying, growing, collecting, fishing, and hunting change after today’s activities?

3. In what ways do you think the food choices of different cultures reflect their environment and lifestyle?

Conclusion

Duration: 10 - 15 minutes

The purpose of this conclusion stage is to solidify the key concepts learned during the lesson by summarizing the activities and discussions. It aims to connect theoretical insights with practical experiences, emphasizing the significance of the topic in students' everyday lives. This reflection encourages deeper understanding and appreciation of the diverse cultural practices surrounding food sourcing.

Summary

Today's lesson focused on understanding where our food comes from and the different methods people use to obtain it. Through engaging activities such as the 'Food Source Scavenger Hunt,' 'Market Day Simulation,' and 'Culinary Cultures Presentation,' students explored the classification of foods into plant-based and animal-based categories. They gained insights into local cultures and practices concerning food sourcing and acquisition.

Theory Connection

This lesson successfully connected theoretical knowledge with practical applications. Students engaged in hands-on activities that required them to categorize food sources and simulate real-world scenarios like a market environment. By doing this, they bridged their classroom learning with everyday life encounters, reinforcing the importance of understanding food origins and the cultural relevance behind them.

Closing

In conclusion, understanding the sources of our food and how people acquire it is essential for making informed choices in our daily lives. It connects to our cultural identities and emphasizes the importance of sustainable practices in food sourcing. As students move forward, they are encouraged to reflect on their own food choices and the broader implications these have on their health, community, and the environment.