Session 5: Is FOOD fair?

Transcription

1 Sessin 5: Is FOOD fair? Age range: 7-11 years Outline Learners will play a simulatin game Can yu beat the system?, t develp their understanding f the glbal fd system and its winners and lsers. They will develp their empathy with peple whse livelihds are affected by the glbal fd system. Learning bjectives T be aware f sme fd injustice issues. T understand that pwer and prfit are distributed unequally within the supply chain. T begin t appreciate the challenges f the glbal fd system. T participate in discussins and wrk cllabratively. Key questins What is it like t be a small-scale farmer in the glbal fd system? What is fair abut the glbal fd system? What is unfair abut the glbal fd system? Learning utcmes Learners will describe fd injustice issues in the supply chain. Learners will play a simulatin game t understand the challenges faced by small prducers in the glbal fd system. Learners will develp their cllabrative skills as they wrk as part f a team in a simulatin game. Resurces Slideshw B (Sessins 4 6): Slides 7 8 Activity sheets: 1. Crp template 2. Grup scenaris Curriculum links England Pupils shuld be taught t: KS2 English Spken language Participate in discussins, presentatins, perfrmances, rle play, imprvisatins and debates. KS2 Gegraphy Human and physical gegraphy Describe and understand key aspects f 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. Wales KS2 English Oracy Learners shuld be given pprtunities t: Respnd rally t cntinuus and nn-cntinuus texts and a variety f stimuli and ideas, including written and dynamic texts, e.g. paintings, music, film, still and mving images. Speak and listen individually, in pairs, in grups and as members f a class. Learners will be able t: Cntribute t grup discussin shwing agreement and disagreement giving reasns. Express pinins clearly with supprting reasns. Explre issues and themes thrugh rle play. Sctland Literacy When listening and talking with thers fr different purpses, I can: - Share infrmatin, experiences and pinins. - Explain prcesses and ideas. - Identify issues raised and summarise main pints r findings. - Clarify pints by asking questins r by asking thers t say mre. LIT 2-09a/LIT 1-09a Health and wellbeing While wrking and learning with thers, I imprve my range f skills, demnstrate tactics and achieve identified gals. HWB 2-23a Cpyright Oxfam GB. Yu may reprduce this dcument fr educatinal purpses nly. Page 1

2 PSE Framewrk Sustainable develpment and glbal citizenship Develp a psitive attitude n issues f pverty and fairness and t understand hw the envirnment can be affected by the decisins we make individually and cllectively; that lcal actins have glbal effects because f cnnectins between places and peple and hw pverty and inequality can cause prblems. KS2 Gegraphy Range Develp their gegraphical skills, knwledge and understanding thrugh learning abut places, envirnments and issues. Living in my wrld: caring fr places and envirnments and the imprtance f being a glbal citizen. Investigating Observe and ask questins abut a place, envirnment r a gegraphical issue, e.g. Why des it fld? Hw and why is ur village changing? Cmmunicating Express their wn pinins and be aware that peple have different pints f view abut places, envirnments and gegraphical issues, e.g. abut wind farms, fair trade. Make decisins abut gegraphical issues by distinguishing between fact and pinin and cnsidering different arguments, e.g. a traffic prblem. Cmmunicate findings in a variety f ways, e.g. using gegraphical terms, anntated phtgraphs, maps, diagrams, r ICT. Scial studies Thrugh explring ethical trading, I can understand hw peple s basic needs are the same arund the wrld, discussing why sme scieties are mre able t meet these needs than thers. SOC 2-20a Cpyright Oxfam GB. Yu may reprduce this dcument fr educatinal purpses nly. Page 2

3 Activity 5.1 (45 minutes+) Can yu beat the system? This simulatin game intrduces learners t the idea f a glbal fd system, by putting them in the psitin f a small-scale farmer prducing fd which ges int this system. By ding s, it highlights t learners sme f the inequalities f the system, and helps them t think abut sme f the challenges that small-scale farmers face within this system. Resurces One cpy f the Crp template per grup (Activity sheet 1) Cpies f the Grup scenaris (Activity sheet 2) One example f a cmpleted crp per grup One pencil per learner Fur sheets f blank A4 paper per grup Tw pairs f scissrs per grup Tw cluring pencils per grup Display the Crp template (Activity sheet 1). Ask learners if they knw what srt f fd it is. Explain that it is called maize, a crp which is grwn n many farms acrss the wrld. Ask learners if any f them have eaten maize. Sme will have, but many may nt realise that they have. Pint ut that sweet crn is a type f maize. Ask learners if they have ever eaten trtillas. Explain that maize is als used fr this. Ask learners if any f them eat beef. Explain that maize is als used as feed fr cws, s by eating beef learners are indirectly eating maize. Challenge learners t think abut whether they are therefre cnnected t the farmers wh grw maize. If s, hw? Shw slide 8 f Slideshw B and tell learners they are ging t play a game t help them t cnsider what the glbal fd system is like fr small-scale famers that grw crps such as maize. Organise learners int grups f fur and distribute the materials. Explain that learners are nw farmers, living in a less ecnmically develped cuntry. They are making a living by grwing fd (maize) t eat and sell at a lcal market. Explain that each grup must use the materials prvided t create as many cmpleted crps as they can in 10 minutes. Alternatively, this time perid culd be extended using ne r mre f the suggestins prvided belw. Tell learners that in rder t cmplete a crp it must be drawn n and cut ut f the blank paper t the same scale and size as the template. Yu may als wish t set a minimum quality standard fr the crps prduced, fr example fr the shape f the maize and the neatness f the cluring in. Learners can als cut ut and clur in the crps in the template t add t their crp ttal. Explain that the grup wh prduces the mst crps wins the game. Hwever, learners may have t cpe with a change in circumstances during the game which may affect their ability t prduce maize. Encurage learners t use their resurces carefully and t think abut hw their grup will wrk tgether effectively. Cpyright Oxfam GB. Yu may reprduce this dcument fr educatinal purpses nly. Page 3

4 Once the grups have started t prduce crps, stp the game after five t ten minutes and give each grup ne f the five pssible scenari sheets prvided in Grup scenaris (Activity sheet 2). Give learners time t read the scenaris and fllw the instructins prvided, then restart the game fr a further five t ten minutes befre ending the game. Alternatively, if mre time is available, give each grup ne f the scenaris first, run the game fr a further five t ten minutes, then prvide an additinal scenari and run the game again fr an additinal five t ten minutes. This step culd be repeated t enable grups t experience a number f scenaris. Declare a winning team at the end f the game. This shuld be the grup (r ne f the grups) wh experienced Scenari 4 r 5! T debrief, give learners sme time as a whle class t talk abut what it was like t be a smallscale farmer taking part in this glbal fd system. Pssible discussin questins include: What was it like being a small-scale farmer in the glbal fd system? What was challenging and why? Hw did yur grup manage after the scenaris were intrduced? Hw did yu wrk tgether t be successful? Hw did these scenaris make yu feel? What was fair abut the game, and what was unfair? Explain that this game illustrates sme f the challenges and inequalities that small-scale farmers face within the glbal fd system. Draw ut the different experiences and utcmes when the small-scale farmers were either supprted (by the gvernment in Scenari 4 r by an nn-gvernmental rganisatin (NGO) in Scenari 5) r nt supprted (as in the ther scenaris). Intrduce the idea f fairness. Wuld the system be fairer if all small-scale farmers were supprted? Differentiatin Make it easier: Give learners multiple cpies f the Crp template (Activity sheet 1) t clur in and cut ut crps rather than asking them t draw their wn crps n blank paper. Further ideas Shw the film clip: A snapsht f the brken fd system in India (2 min 39 sec): What similar issues in the clip d learners recgnise frm the game? Extend the discussin by asking learners t think f five ways in which small-scale farmers culd be supprted and then share their ideas as a whle class. Nte: This film clip is als used in Sessin 6. Terms f use Cpyright Oxfam GB Yu may use phtgraphs and assciated infrmatin in this resurce fr educatinal purpses at yur educatinal institutin. With each use, yu must credit the phtgrapher named fr that image and Oxfam. Yu may nt use images and assciated infrmatin fr cmmercial purpses r utside yur educatinal institutin. All infrmatin assciated with these images relates t the date and time the prject wrk tk place. Cpyright Oxfam GB. Yu may reprduce this dcument fr educatinal purpses nly. Page 4

5 Crp template Activity sheet 1 Cpyright Oxfam GB. Yu may reprduce this dcument fr educatinal purpses nly. Page 5

6 Grup Scenaris Activity sheet 2a Scenari 1 - Climate change Backgrund Glbal temperatures are rising wing t climate change. This means that sme f yur crps will die (yields will be lwered). In sme cuntries in Africa, half f the crps culd be lst. Mst peple believe that extreme weather like heat waves, drughts and flds will get wrse and happen mre ften, and the grwing seasn will becme mre unpredictable. This means that yu wn t be able t grw as much fd. Actin Yur farmland is flded and yur crps are destryed. When the flds subside, it takes yu mnths t repair the damage and start prducing crps again. What yu must d Any crps yu have cmpleted in the game s far will be destryed. Yu must sit n yur hands fr 30 secnds when the game re-starts. Scenari 2- Yur land is bught by a wealthy cmpany Backgrund Wealthy cmpanies buy cheap farmland in pr cuntries. But smetimes the land they buy is actually being used by pr families t grw fd. These families are ften evicted (tld t leave) with little r n warning, and they are nt given very much mney t make up fr this. Smetimes the land is used t grw bifuel (these are plants that can be burned fr energy) and smetimes the land is left s that the buyer can keep it t use later. Actin Half f the land yu farm has been bught by a large glbal fd cmpany and yu are n lnger allwed t farm it. What yu must d Half f yur remaining paper will be remved. Cpyright Oxfam GB. Yu may reprduce this dcument fr educatinal purpses nly. Page 6

7 Grup Scenaris Activity sheet 2b Scenari 3 - Fd price rises Backgrund The price f fd is rising acrss the wrld and this affects the prest peple the mst. This means that many families must spend up t 75% f their mney every week just n fd. If fd prices change suddenly families cannt cpe. Farmers wh grw fd t sell als need t buy fd, s this affects them t. Actin As a farmer, yu can n lnger affrd t buy essential fd that yu cannt grw yurself. Yu dn t have any savings s yu must sell the things yu need t farm, such as farming equipment, t have enugh mney t buy fd. What yu need t d Half f yur scissrs and pencils will be remved. Scenari 4 Gvernment Investment Backgrund There are 500 millin small-scale farms acrss the wrld supprting tw billin peple. 80 per cent f hungry peple live in rural areas, and mst f them wrk n small-scale fd farms. 1 Small-scale farmers have a big impact in the glbal fd system. Gvernments can help small-scale farmers by prviding mney t help imprve farming methds and s their yields (the amunt grwn) can g up. Actin The gvernment gives yu a grant (mney) t supprt yur small farm. This means that yu can buy sme mre machinery t help plant and harvest mre crps. What yu need t d Yu will receive an additinal set f scissrs, mre pencils and paper. 1 plicy-practice.xfam.rg.uk/blg/2013/06/a-call-t-plicy-makers-t-supprt-smallscale-agriculture Cpyright Oxfam GB. Yu may reprduce this dcument fr educatinal purpses nly. Page 7

8 Grup Scenaris Activity sheet 2c Scenari 5 NGO supprt Backgrund Nn-gvernmental rganisatins (NGOs) such as Oxfam supprt smallscale farmers in lng term develpment prjects in rural areas. NGOs wrk with lcal cmmunities t help set up c-peratives. This means that peple in the cmmunity can share machinery and help each ther t harvest their crps. They can als sell their crps tgether and share the prfits. Actin A lcal c-perative has been set up in yur area. This means that yu can brrw equipment frm ther farmers r share yur equipment. What yu need t d Yu will receive an additinal set f scissrs. Yu can share yur equipment with anther grup (the grup must als have Scenari 5, NGO supprt) r jin tgether if yu want t. Cpyright Oxfam GB. Yu may reprduce this dcument fr educatinal purpses nly. Page 8