Food Origins Introduction

Overview

Duration: 45 minutes
Class Size: 11 pupils
Unit: Food Origins and Miles (Lesson 1 of 12)
Age Group: Year 3 (7-8 years old)
National Curriculum Reference: Geography Key Stage 2 (Years 3-4)

• Locational Knowledge: Locate the world’s countries, including Europe, North and South America, using maps to focus on food-producing regions.
• Place Knowledge: Understand similarities and differences between places in relation to food origins.
• Human and Physical Geography: Identify types of food sources – plants, animals, processed foods and understand how natural and human processes affect food supply.

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Learning Objectives

By the end of this lesson, pupils will be able to:

1. Define "food origins" and explain that food comes from different sources: plants, animals, and processed foods.
2. Classify common foods into the three basic categories: plant-based, animal-based, and processed.
3. Identify where common foods come from geographically (e.g., apples from orchards in temperate climates, fish from oceans).
4. Demonstrate an understanding of the connection between geography and food by naming at least two countries or regions known for producing specific foods.

National Curriculum Link:

• Geography KS2: “Pupils should understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time.”
• Programme of Study: Pupils should understand “where food comes from” as part of studying “food production and distribution.”

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Resources

• World map and physical map (large classroom display)
• Picture cards of different foods (fruits, vegetables, meat, dairy, processed foods)
• Poster/chart showing basic food categories (plants, animals, processed)
• Whiteboard and markers
• Mini globe (optional)
• Printed worksheet with a simple table asking pupils to sort food items by origin
• Colouring pencils

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Lesson Structure

1. Introduction (10 minutes)

Engage:

• Start by asking pupils: “Where does your lunch come from?”
• Display various food pictures (e.g., apple, cheese, bread, chicken, chocolate). Ask if they know where these come from.
• Explain that every food has an origin – a place or source it comes from.

Explain:

• Introduce three main categories of food origins:
  • Plants (grown on farms, orchards, gardens)
  • Animals (reared on farms, fished from seas, hunted)
  • Processed foods (made by humans combining ingredients like flour, sugar)
• Show poster/chart illustrating these categories.
• Use simple everyday examples familiar to pupils.

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2. Main Activity - Sorting and Mapping (20 minutes)

Sorting Activity:

• Give pupils food picture cards.
• Each pupil (or pairs if preferred) sorts their cards into the three categories on their desks.
• Discuss choices as a class; clarify any misunderstandings.

Mapping Food Origins:

• Using the world map, point to places where key foods originate. For example:
  • Bananas → tropical countries like Ecuador
  • Wheat → UK and other temperate countries
  • Fish → oceans around the UK
• Show globe to explain different climates support different crops and animals.

Discussion:

• Why do different places produce different foods? (Introduce climate, soil, landscape briefly but simply.)
• Highlight the link between geography and what foods we can get from where.

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3. Plenary - Reflect and Record (10 minutes)

Worksheet Activity:

• Pupils complete a simple worksheet where they:
  • Circle foods under each category (plant, animal, processed).
  • Write one example of a place (country/region) for each.

Classroom Reflection:

• Invite volunteers to share one interesting fact they learned about food origins.
• Reinforce vocabulary: origins, plants, animals, processed.

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Assessment

• Formative Assessment: Observing pupils’ participation in sorting activity and class discussions.
• Review worksheet answers for understanding of food categories and geographical origins.
• Listen for correct use of key vocabulary and concepts during the plenary.

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Differentiation

• For SEND: Provide food categories with images and colour-coded bins for sorting. Use more hands-on sorting with physical cards.
• For More Able: Ask them to name additional foods and identify more specific countries or understand why some foods can be grown in multiple climates.
• EAL Support: Use clear images, gestures, and repeat keywords; pair EAL pupils with confident peers.

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Cross-Curricular Links

• Science: Basic understanding of plant and animal origins links to biology topics on plants and animals.
• Art: Pupils can later draw or paint their favourite food and label its origin (to be integrated in later lessons).
• PSHE: Understanding food origins encourages awareness of food diversity and respect for global food producers.

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Extension Idea to Wow Teachers

“Food Origins Detective” Challenge:

• Assign each pupil a mystery food for homework (e.g., coffee, chocolate, rice).
• They research where it comes from and bring back one fun fact to share in the next lesson.
• Encourages independent research and curiosity about geography linked to everyday life.

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Teacher’s Notes

• Emphasise the vocabulary and make learning very interactive to sustain interest with this age group.
• Use pupils' own experiences to ground abstract ideas — e.g., “Think about your breakfast this morning.”
• Regularly link back to geographical concepts to build early spatial awareness.

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This lesson sets a solid foundation for the Food Origins and Miles unit, combining key geographical knowledge with real-world relevance tailored for Year 3 pupils as per the National Curriculum for England.