Overview

Duration: 45 minutes
Class size: 11 pupils
Unit: Food Origins Exploration (Lesson 11 of 12)
Age group: Year 2 (6-7 years old)
Subject: Geography

---

Curriculum Links

This lesson directly supports key elements from the National Curriculum for England (Geography - KS1):

• Locational knowledge:
  Identify seasonal and daily weather patterns in the UK and understand how they affect food growth.
• Place knowledge:
  Recognise where food is grown and sourced (local, UK, world).
• Human and physical geography:
  Understand basic geography related to food production, including the concept of food miles.
• Geographical skills and fieldwork:
  Use simple fieldwork and observational skills to study the local environment and the origin of everyday food items.

---

Learning Objectives

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

1. Present information clearly about the origins of their chosen food items (fruit, vegetable, meat).
2. Explain the concept of food miles in simple terms and why seasonal produce matters.
3. Demonstrate understanding of local versus imported food through their presentations.
4. Listen respectfully and ask questions about peers' findings.

---

Resources Needed

• Pupils' research notes and work from previous lessons
• Visual aids such as photos, drawings, maps (prepared by pupils or teacher)
• Mini whiteboards and markers (for quick follow-up questions)
• ‘Food Origins’ presentation checklist for peer and teacher assessment
• Timer/ stopwatch to keep presentations concise (approx. 3 minutes per pupil)
• Optional: simple globe or UK map to show food origins visually

---

Detailed Lesson Plan

1. Starter: Recap and Expectations (5 minutes)

• Greet the class and remind them this is their final presentation day for the unit "Food Origins Exploration."
• Briefly revisit key vocabulary: food miles, seasonal, local, imported. Use a map or globe to quickly point out some countries or regions pupils have explored.
• Outline the lesson structure and reinforce behaviour and presentation expectations (speaking clearly, listening well).

Teaching Tip: Use positive encouragement to boost confidence.
"Remember, everyone’s learning is valuable, and sharing helps us all understand food better!"

---

2. Presentations (33 minutes)

• Each pupil presents their findings about their favourite fruit, vegetable, and/or meat, focusing on:
  • Where the food comes from (local, UK, abroad).
  • How far it travels (food miles) and why that matters.
  • Whether the food is seasonal or imported.
• After each presentation, allow 1-2 minutes for peers to ask questions or add comments, promoting engagement and listening skills.

Time management:

• Max 3 minutes per pupil presentation + questions = approx. 33 minutes total. Use a timer to manage time gently.

Teacher Role:

• Facilitate and support pupils who may be nervous or need prompts.
• Ensure all pupils listen respectfully and encourage positive feedback.

---

3. Plenary: Reflective Discussion (5 minutes)

• Gather pupils and discuss:

  • What was the most interesting thing you learned today?
  • Why do you think eating local and seasonal food can be good for us and the planet?
  • How might we share these ideas with our families or wider community?

• Record a few pupil responses on the board to reinforce learning and values.

---

Assessment & Feedback

• Formative: Use observation checklists during presentations to assess speaking clarity, content understanding (food origins, food miles, seasonal awareness), and listening skills.
• Peer Assessment: Using a simple 'thumbs up/thumbs sideways/thumbs down' system, pupils can show how well they understood each peer’s presentation.
• Self-Reflection: After the plenary, ask pupils to draw a quick ‘smiley face’ or ‘thinking face’ on a mini whiteboard to indicate how confident they felt presenting and listening.

---

Differentiation

• Support: Pre-teach key vocabulary where needed; pair pupils for joint presentations if helpful.
• Challenge: Encourage pupils who finish early or are confident to explain additional food facts or compare two foods’ origins.
• Visual or verbal prompts available to scaffold understanding for pupils with emerging language skills.

---

WOW Factor Suggestion for Teachers

• Consider recording the presentations on a tablet or smartphone and create a short class slideshow or video to share with parents and the school community. This not only celebrates pupils’ work but reinforces their learning and pride.
• Display a colourful ‘Food Origins’ wall chart that pupils can add to after each lesson, culminating in a colourful visual summary for the unit finale.

---

Summary

This lesson effectively consolidates Year 2 pupils’ understanding of food origins within the context of human geography, meeting National Curriculum aims through active speaking, listening, and reflection. The focus on clear communication and personal connection with the topic empowers young learners to appreciate food diversity and sustainability.