Food’s Amazing Journey

Overview

This 45-minute session is the ninth in a 12-lesson unit titled "Food Origins Exploration" designed for Year 2 students. It explores the journey food takes from farm to table, emphasising key stages in food production, the roles of people involved, and developing geographical awareness in line with the National Curriculum for England.

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National Curriculum Links

Geography - Key Stage 1 (Years 1–2):

• Locational knowledge:
  "Name and locate the world’s seven continents and five oceans." (Background enrichment)
• Place knowledge:
  "Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom and of a small area in a contrasting non-European country."
• Human and physical geography:
  "Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles." (Enrichment context)
• Geographical skills and fieldwork:
  "Use world maps, atlases and globes to identify the United Kingdom and its countries."
  "Use simple compass directions (North, South, East and West) and locational and directional language to describe the location of features and routes on a map."

This lesson specifically addresses Place knowledge and Human geography through understanding food production processes and people involved.

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Learning Objectives

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

1. Describe the main stages food goes through from farm to supermarket and finally to the table.
2. Identify and name people involved in food production (farmers, drivers, shop keepers).
3. Demonstrate understanding of the journey food takes using sequencing and mapping language (e.g., first, next, then, finally).
4. Show curiosity about where their food comes from and appreciate local and global connections.

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Resources

• Large colourful laminated picture cards illustrating stages: farm, harvesting, transporting, supermarket, cooking, eating
• Mini whiteboards and markers
• Storybook style visual story: “The Journey of an Apple” (simple pictures)
• Large floor map showing farm, roads, supermarket and home (simplified geography)
• Role-play props: farmer’s hat, toy lorry, shopping basket
• Sticky notes or labels

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Lesson Structure (45 minutes)

1. Introduction & Starter Activity (10 minutes)

• Engage: Begin with a question:
  “Where do you think the food on your plate comes from?”
• Show pupils the picture of a farmer and ask who they think this person is and what they do.
• Introduce the concept: food has a journey from the farm to our tables involving many stages and people.
• Use the story “The Journey of an Apple” to introduce the journey visually and verbally with the class following.

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2. Main Activity: Sequencing the Journey (20 minutes)

• Divide the class into small groups (2–3 pupils).

• Give each group laminated picture cards featuring the food journey scenes.

• Ask groups to sort and put the cards in the correct order from farm to table.

• Walk through the correct sequence using the large floor map and role-play props:

  • Farmer grows and picks the food
  • Transporter drives the food to the shop
  • Shopkeepers put the food on shelves
  • Families buy and eat the food

• Ask children to say aloud the sequence using simple connecting words, e.g., first, next, then, finally.

• Use mini whiteboards for children to write or draw the sequence stages for review.

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3. Understanding People and Places (10 minutes)

• Use role-play: call 3 volunteers to wear hats/props of the farmer, driver, and shopkeeper.
• Ask each ‘person’ to explain briefly what they do in the food journey (scripted with teacher help).
• Discuss which places (farm, shop, home) they might visit and map these locations on the floor map.
• Highlight the diversity of jobs and teamwork involved.

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4. Plenary/Assessment (5 minutes)

• Recap by asking children to explain aloud the journey of food they learned today.
• Ask: “Can you tell me who helps the food get from the farm to your plate?”
• Use sticky notes for children to write one thing they have learned and stick it on a board titled “Our Food Journey.”
• Note misconceptions to revisit in future lessons.

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Differentiation

• Support: Provide picture cards with simple keywords for children who need extra help.
• Challenge: Ask higher-attaining pupils to explain why some food might travel longer distances than others or talk briefly about local vs imported food.

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Cross-curricular Links

• English: Speaking & listening skills developed through role-play and storytelling.
• Science: Recaps plant growth learned in science.
• PSHE: Understanding roles in community and teamwork in food production.

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Reflection for Teachers

• Did pupils confidently sequence the journey of food?
• Were pupils able to name and describe roles involved?
• Did the lesson spark curiosity about food origins or local/global trade?
• Note opportunities for using local food suppliers or farm visits to enrich learning.

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This lesson plan offers an immersive, hands-on approach designed to develop geographic understanding and appreciation of food origins appropriate for Year 2 pupils while rigorously following the National Curriculum for England.