Lesson 1 • What a waste!
Unit 3 Skill focus:
Topic focus:
Links to:
Research
Water, food and farming
Science
Learning objectives
Learning focus
Main SKILL •
Research: 56Rs.04 Recording findings Select, organise and record relevant information from sources and findings from primary research, using an appropriate method.
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Students select and organise information about the causes and consequences of food waste. Students use a suitable method to record findings.
Subsidiary SKILL(s) •
RESOURCES
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Student’s Book pages 41–43
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Activities
s
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Students use evidence from research to explain how actions can make a positive difference. Students talk about the consequences of food waste on others.
Assessment / observation •
Activity 2 • Students reflect on the issue of food waste, the problems and consequences. They should develop their ideas from Activity 1 to identify things they need to find out. Guide the pair discussion by asking: Do you know what happens after you throw food away? Do you know how much food is thrown away? Do you think people only waste food when they don’t eat what is on their plate? • Students work in pairs to write questions in the W column of their chart, for example: How much food is wasted every year? Which countries waste the most food? Why is food wasted? What can people do to reduce food waste?
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Introduction • Look at the picture on the opening page with the class. Ask: What can you see? Accept all viable suggestions. Students use think-pair-share to answer the questions on the page. • Read the In this unit you will… points aloud to the class. Activity 1 • Look together at the images of food waste. Ask: Why is food wasted? How could food waste be reduced? What do you do to reduce food waste? Invite students to share what they already know about the topic in pairs. They should consider factors that contribute to food waste and how it could be reduced. • Students copy the KWL chart and write things they know already in the ‘K’ column. They use their ideas from discussions, for example: If people don’t eat food, it usually gets thrown in a bin; Food is wasted if we prepare more than we need.
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Are individuals listening and sharing their ideas? Can students express their ideas clearly? Can they use a table to record their ideas?
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STARTER
Analysis: 56A.04 Solving problems Suggest and justify an action that makes a positive difference to a local issue.
MAIN
Support and extend
Can students construct appropriate questions to understand a problem?
Support: In Activity 2, use questions to help students to identify their own questions, for example: You noticed that lots of fruit was thrown away in the picture, but do you know why? How could you write that as a question? Extend: For Activity 2, ask students to write a question for each of the question words: what, why, who, when, where and how.
Activities
Assessment / observation
Activity 3 • • Read the text about food waste together. Invite students to comment on whether it answers any of their questions from Activity 2. Students share responses to the • questions in their chart. For example: Student wrote the question: ‘How much food is thrown away?’; Student responds: ‘It says that 30–40% of food is thrown away.’ If the text does not respond to questions they have written, encourage them to suggest what information they have learned from the text.
© HarperCollinsPublishers Ltd 2023
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Are students able to locate answers to questions? Can students comment on what they have learned from a text?
Unit 3 Let’s not waste it!