AIM: Students to reflect on the globalisation of the food system
MATERIALS: A World map and post-its
LINKS TO THE CURRICULUM:
Junior Cycle: Strand 1: Communicative competence, linked to LO1.9, 1.10, 1.15
Senior Cycle: III. Cultural Awareness, 1, 3
METHODOLOGY: Place the map in a visible place. Give each student a few post-its (small ones). Ask them to write what they had for dinner the previous day in the different post-its (i.e, potatoes, chicken, peas…). Once they have done that, ask them to go to the map and stick the post it in the country where that food came from. If they don’t know it, ask them to put it in the middle of the sea.
It depends on how big the group is, you can ask them to say what they have eaten before putting it in the map.
Once they have finished, ask them to look at the map and ask them the following questions:
- What is this map telling us about the food system?
- From what kind of store did you purchase the food you ate yesterday?
- Are we self-sufficient? Can we be self-sufficient? Do we want to?
- If there was an oil crisis or Ireland had to close borders, how long our food would last?
- What are the consequences of the food system we live in?
PRACTISE YOUR SPANISH
- Ask students to say in Spanish the food they have eaten
- They can say what they ate the day before in the indefinido, or if you want them to practice the pretérito perfecto, they can say what they had for breakfast that day. (Ayer comí patatas con pollo y verduras; Esta mañana he desayunado cereales y leche)
CONNECTIONS WITH IRELAND AND TAKING ACTION
We have seen how we consume products from many places in the world that can have a negative impact on the environment and on local producers. Think of how you could promote the purchase of local products in your area.
