Category Archives: George and the problem of food

teacher session/lesson plans

We recently received some feedback that teachers are finding our lesson plans useful.

We can send you these in a word document which is easier to use.

Just write to rosemarypattison@yahoo.com.au for a copy :)))

an awesome review

We are so excited to receive some awesome reviews from “Mum’s Say” on Kidspot! We really value any feedback suggesting opportunities for improvement and will take that on board for the next book. We also love any positive feedback because it tells us that we are on the right track!!

http://www.kidspot.com.au/product-reviews/Little-Epiphanies+908.htm

 

 

 

Valuing our food

For Teachers

Book “George and the problem of food”

Concept:

Thinking about how we have such inequalities of the availability of food in our world, we want to teach our young people the value of food. As we look at every piece of food we have on our table, we think about the journey that it has taken to reach us. We also use this opportunity to teach sustainability and good environmental practice because we are not wasting food.

In the story, “George and the problem of food”, George is alerted to the problem that some people do not have enough food to eat, some use it for cooking competitions – which devalues its purpose, most restaurants these days serve enough for two people in one serving, and there are many people who are homeless and eating out of a rubbish dump.

Lesson plan

As a group, read George and the problem of food

Go back to the page where the Prime Minister is turning the globe and talking about the different relationships that people on our planet have with food.

Class discussion:

Teachers, select some different foods and bring them to class or ask your students. Fruit and vegetables are perfect to look at, but you can also choose grains.

As a class look at one of the pieces of food that is chosen and discuss some of the following:

  • How did it get to our table?
  • Was it planted?
  • Picked?
  • Packaged in plastic?
  • Transported in a truck?
  • Unpacked in a supermarket and sold?
  • Bought and taken home in a car?
  • Put in the refrigerator for a day?
  • Taken to school for lunch?

Individual task:

Ask your students to select a piece of food and take it back to their workstation and create any of the following:

  • A digital story about the food’s journey from beginning to now
  • A poster
  • A flowchart of its journey

Don’t worry too much about inaccuracies. It is more important to get them thinking about the journey and the value of the food.

For Families

Book “George and the problem of food”

Concept:

Thinking about how we have such inequalities of the availability of food in our world, we want to teach our young people the value of food. As we look at every piece of food we have on our table, we think about the journey that it has taken to reach us. We also use this opportunity to teach sustainability and good environmental practice because we are not wasting food.

In the story, “George and the problem of food”, George is alerted to the problem that some people do not have enough food to eat, some use it for cooking competitions – which devalues its purpose, most restaurants these days serve enough for two people in one serving, and there are many people who are homeless and eating out of a rubbish dump.

Family activity

As a family, read George and the problem of food

Go back to the page where the Prime Minister is turning the globe and talking about the different relationships that people on our planet have with food.

Family discussion:

Parents let’s look at some food you have at home. Fruit and vegetables are perfect to look at, but you can also choose grains.

As a family look at one of the pieces of food you have in the house and discuss some of the following:

  • How did it get to our table?
  • Was it planted?
  • Picked?
  • Packaged in plastic?
  • Transported in a truck?
  • Unpacked in a supermarket and sold?
  • Bought and taken home in a car?
  • Put in the refrigerator for a day?
  • Taken to school for lunch?

Task:

Can we create any of the following and put it on our fridge this week, to apply our learning?

  • A digital story about the food’s journey from beginning to now – print for the fridge
  • A poster
  • A flowchart of its journey

Don’t worry too much about inaccuracies. It is more important to get them thinking about the journey and the value of the food.

Looking after our planet – family activity

Concept:

Focusing on the need to be continually looking after our planet and thinking about the future.

In our story, “George and the problem of food”  the friends worked for many long hours and for days and nights to fix the problem of food. It was such an effort that they decided to work on the problem of food more often.

As a family, read “George and the problem of food”.

If you don’t have a vegetable garden at home, it is a good idea to create one. Just creating a vegetable patch applies the learning. Your children will be able to plant vegetables and watch them grow. If you already have vegetables growing, then discuss the following:

  • What vegetables are growing?
  • When will each of them be ready to eat?
  • Create a calendar and write in (or draw) the vegetables that will be ready to eat on each month
  • Select a month when nothing will be ready to eat
  • Select and plant a vegetable that will be ready to eat in that month

If a vegetable garden is not an option for you, then you could think of planting herbs in pots, or alfalfa sprouts

Looking after our planet – lesson plan

Hey teachers, here’s a great way to engage your students to care about our planet:

Concept:

Focusing on the need to be continually looking after our planet and thinking about the future.

In our story, “George and the problem of food”  the friends worked for many long hours and for days and nights to fix the problem of food. It was such an effort that they decided to work on the problem of food more often.

Lesson plan

As a group, read George and the problem of food.

If you don’t have a vegetable garden for your class, it is a good idea to create one. Just creating a vegetable patch applies the learning. Your students will be able to plant vegetables and watch them grow. If you already have vegetables growing, then to apply the learning follow these steps:

  1. Do an audit of the vegetables growing
  2. What is currently growing in the patch?
  3. When will each of the different varieties be ready to eat?
  4. Create a class calendar and write in (or draw) the vegetables that will be ready to eat on each month
  5. Select a month when nothing will be ready to eat
  6. Select and plant a vegetable that will be ready to eat in that month

If a vegetable garden is not an option for you, then you could think of planting herbs in pots, or alfalfa sprouts!