UNIT 2: mapping bananas

Transcription

1 Oxfam Educatin UNIT 2: mapping bananas Age range: 7-11 years Outline Learners will investigate sme f the cuntries where the bananas we eat in the UK are grwn. They will first lcate these cuntries n a wrld map and explre the distances travelled by bananas when they are shipped t the UK. Learners will then find ut abut mre infrmatin abut these cuntries, researching aspects such as climate and key gegraphical features. Finally, learners will use their findings t identify sme cmmn characteristics f these cuntries, helping them t appreciate that different crps grw best in different regins f the wrld. Learning bjectives T be able t use an atlas r ther reference surce t lcate cuntries and cntinents n a wrld map. T develp research skills. T appreciate that different crps are suited t different climates and regins f the wrld and specifically that bananas grw best in a warm, sunny and mist climate. Key questins Where are these cuntries n the wrld map? Which cuntry is clsest t the UK? Which cuntry is furthest away? What d yu ntice abut the lcatin f these cuntries? What d yu already knw abut these cuntries? What wuld yu like t find ut? What is the climate f this cuntry like? Des it have any distinctive gegraphical features such as rivers, muntains r lakes? England Pupils shuld be taught t: KS2 Gegraphy Lcatinal knwledge Lcate the wrld s cuntries, using maps t fcus n Eurpe, and Nrth and Suth America. Human and physical gegraphy Describe and understand key aspects f : Physical gegraphy, including: climate znes, bimes and vegetatin belts, rivers, muntains, vlcanes and earthquakes, and the water cycle. Human gegraphy, including: types f settlement and land use, ecnmic activity including trade links, and the distributin f natural resurces including energy, fd, minerals and water. Gegraphical skills and fieldwrk Use maps, atlases, glbes and digital/cmputer mapping t lcate cuntries and describe features studied. Learning utcmes Learners will lcate sme f the cuntries where bananas are grwn n a wrld map. Learners will research ne f these cuntries in mre detail, investigating aspects such as which cntinent it is in, brdering cuntries, climate and key gegraphical features. Learners will identify cmmn characteristics f these cuntries and use this knwledge t appreciate that bananas grw best in certain climates and regins f the wrld. Resurces G Bananas slideshw: slides 14 t 15 Activity sheets: 1. Mapping bananas 2. Cuntry fact file Curriculum links Wales KS2 Gegraphy Lcating places, envirnments and patterns Identify and lcate places and envirnments using glbes, atlases and maps. Investigating Observe and ask questins abut a place, envirnment r a gegraphical issue. Range: ask and answer the questins Hw are places and envirnments linked/cnnected t ther places and envirnments? Hw am I and/r ther peple linked t ther parts f the wrld? Hw have peple affected this place/envirnment? Sctland Scial Studies By explring climate znes arund the wrld, I can cmpare and describe hw climate affects living things. SOC 1-12b By explring a natural envirnment different frm my wn, I can discver hw the physical features influence the variety f living things. SOC 1-13b I can explain hw the physical envirnment influences the ways in which peple use land by cmparing my lcal area with a cntrasting area. SOC 2-13b T extend my mental map and sense f place, I can interpret infrmatin frm different types f maps and am beginning t lcate key features within Sctland, UK, Eurpe r the wider wrld. SOC 2-14a Imprtant teaching nte These are suggested activities and resurces t supprt yur teaching rather than guide it. Additinal teaching input may be required t develp learners knwledge, skills and understanding f sme f these cncepts. It is assumed that teachers will chse t spread the activities in a unit ver mre than ne lessn. Cpyright Oxfam GB. Yu may reprduce this dcument fr educatinal purpses nly. Page 1 G Bananas Unit 2

2 Oxfam Educatin Activity 2.1 (25 min) Mapping it ut Organise learners int pairs r grups f three. Print ff A3 cpies f Mapping bananas (Activity sheet 1) and give a cpy t each pair r grup. Ask learners t first mark the UK n their wrld maps. Shw slide 14 f the G Bananas slideshw and explain that this list shws sme f the cuntries where the bananas we eat in the UK are grwn. Ask learners t use an atlas r ther reference surces t help them mark these cuntries n their wrld maps. Nte: Learners may find it difficult t mark the exact lcatins f sme f the Caribbean cuntries n their maps, s it may be easier fr them t mark their apprximate lcatins. Explain that the bananas we eat are transprted frm these cuntries t the UK by ship. Ask learners t use their maps t rder these cuntries accrding t their estimated distance frm the UK, frm clsest t furthest away. The crrect rder, as well as the distances in miles frm each cuntry t the UK, is prvided n slide 15. Share that it takes n average abut tw weeks fr bananas t be shipped frm Clmbia t the UK. Pint ut that it wuld therefre takes less time fr bananas frm sme f the cuntries in this list and mre time frm ther cuntries. Differentiatin Make it easier: Learners culd simply identify the cntinents which these cuntries are in and mark these n their wrld maps. Make it harder: Learners culd use the internet t research the distance frm each cuntry t the UK themselves. See: Activity 2.2 (45 min+) Where d bananas grw? In their pairs r threes, ask learners t lk again at their wrld maps and think abut the cuntries where many f the bananas we eat are grwn. Ask learners t cnsider and discuss the fllwing questins: What d yu ntice abut the lcatin f these cuntries? Which cntinents are they in? Are they in the nrthern r suthern hemisphere? Are they clse t r far away frm the Equatr? What d yu think the climate might be like in these cuntries? Why d yu think this? What d yu already knw abut these cuntries? What wuld yu like t find ut? Ask learners t chse ne f the cuntries and wrk tgether in their grups t research sme facts abut it. Ideally the class will investigate a selectin f different cuntries. Nte: If learners chse t research the Windward Islands, it may be easiest fr them t investigate just ne f these cuntries. Encurage learners t cnsider aspects such as imprtant gegraphical features and climate when they are cnducting their research. Yu may wish t first agree as a class a shared list f Cpyright Oxfam GB. Yu may reprduce this dcument fr educatinal purpses nly Page 2 G Bananas Unit 2

3 Oxfam Educatin questins t be answered by their research. Allw time at the end f the activity fr learners t share what they have fund ut abut the different cuntries. Draw ut any similarities between the cuntries in terms f lcatin and climate. Explain that bananas grw best in trpical regins with a warm, sunny and mist climate (all f the cuntries in the list prvided are lcated within 30 nrth r suth f the Equatr). Make the pint that different crps grw best in different climates and regins f the wrld. Differentiatin Make it easier: Learners culd cmplete the Cuntry fact file (Activity sheet 2) t help guide their research. Make it harder: Learners culd create a leaflet, pster, blg pst r slideshw t present the infrmatin which they have fund ut abut their cuntry. Further ideas Learners culd investigate where in the wrld ther cmmn fruits are grwn. Fr example, learners culd lcate n a wrld map sme f the cuntries where apples are grwn (such as New Zealand, Suth Africa, Chile, the USA and Spain). Supprt learners t think abut any characteristics that these cuntries have in cmmn, such as their lcatin and climate, and hw these cmpare with thse identified fr the cuntries where the bananas we eat are grwn. Learners culd investigate the cuntries f rigin f ther cmmn fds in ur shpping baskets. See Lessn 5: Unpacking the supermarket bag in Oxfam s Making a Meal f It resurce: Learners culd investigate the fd miles f different fruits and vegetables when they are transprted t supermarkets in the UK. Fd miles are ne way f lking at the envirnmental impact f the fd we eat. The further fd has t travel t reach the supermarket, the bigger the impact that this travel has n the envirnment. It is imprtant t nte that there are many ther factrs that affect the envirnmental impact f fd such as farming methds and hw it is packaged. Fd miles may als nt take int accunt the distance travelled by a cnsumer t a supermarket r the distance travelled in transprting, dispsing f r recycling fd waste. See: Terms f use Cpyright Oxfam GB / Fairtrade Fundatin Yu may use these phtgraphs and assciated infrmatin fr educatinal purpses at yur educatinal institutin. With each use, yu must credit the phtgrapher named fr that image, as well as Oxfam and the Fairtrade Fundatin. Yu may nt use the images and assciated infrmatin fr cmmercial purpses r utside f yur educatinal institutin. All infrmatin assciated with these images relates t the date and time that prject wrk tk place. Cpyright Oxfam GB. Yu may reprduce this dcument fr educatinal purpses nly Page 3 G Bananas Unit 2

4 Oxfam Educatin Mapping bananas Activity sheet 1 Here are sme cuntries where the bananas we eat are grwn. Try and mark these cuntries n yur wrld map. Ghana Clmbia Windward Islands Peru Dminican Republic Csta Rica Côte d Ivire Belize Map surce: Gegraphical Assciatin Cpyright Oxfam GB. Yu may reprduce this dcument fr educatinal purpses nly Page 4 G Bananas Unit 2

5 Oxfam Educatin Cuntry fact file Activity sheet 2 Cuntry name: Cuntry flag Capital city: Cntinent: Brdering cuntries: Brdering seas r ceans: Ppulatin: Imprtant gegraphical features (such as muntains, rivers, lakes, deserts and frests): Climate: Crps grwn: Languages spken: Interesting facts: Cpyright Oxfam GB. Yu may reprduce this dcument fr educatinal purpses nly Page 5 G Bananas Unit 2