Collins International Primary GP 5 TG

Unit 3 Lesson 1 • What a waste!

Skill focus:

Research

Learning objectives

Main SKILL

Research: 56Rs.04 Recording findings

Select, organise and record relevant information from sources and findings from primary research, using an appropriate method.

Subsidiary SKILL(s)

Analysis: 56A.04 Solving problems

Suggest and justify an action that makes a positive difference to a local issue.

RESOURCES

STARTER

Topic focus:

Water, food and farming

Learning focus

Links to: Science

• Students select and organise information about the causes and consequences of food waste.

• Students use a suitable method to record findings.

Activities

• Students use evidence from research to explain how actions can make a positive difference.

• Students talk about the consequences of food waste on others.

• Student’s Book pages 41 43

Assessment / observation Introduction

• Look at the picture on the opening page with the class. Ask: What can you see? Accept all viable suggestions. Students use think pair share to answer the questions on the page.

• Read the In this unit you will… points aloud to the class.

Activity 1

• Look together at the images of food waste. Ask: Why is food wasted? How could food waste be reduced? What do you do to reduce food waste? Invite students to share what they already know about the topic in pairs. They should consider factors that contribute to food waste and how it could be reduced.

• Students copy the KWL chart and write things they know already in the ‘K’ column. They use their ideas from discussions, for example: If people don’t eat food, it usually gets thrown in a bin; Food is wasted if we prepare more than we need.

Activity 2

• Students reflect on the issue of food waste, the problems and consequences. They should develop their ideas from Activity 1 to identify things they need to find out. Guide the pair discussion by asking: Do you know what happens after you throw food away? Do you know how much food is thrown away? Do you think people only waste food when they don’t eat what is on their plate?

• Students work in pairs to write questions in the W column of their chart, for example: How much food is wasted every year? Which countries waste the most food? Why is food wasted? What can people do to reduce food waste?

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• Are individuals listening and sharing their ideas?

• Can students express their ideas clearly?

• Can they use a table to record their ideas?

• Can students construct appropriate questions to understand a problem?

Support and extend

Support: In Activity 2, use questions to help students to identify their own questions, for example: You noticed that lots of fruit was thrown away in the picture, but do you know why? How could you write that as a question?

Extend: For Activity 2, ask students to write a question for each of the question words: what, why, who, when, where and how

Assessment / observation

Activity 3

• Read the text about food waste together. Invite students to comment on whether it answers any of their questions from Activity 2. Students share responses to the questions in their chart. For example: Student wrote the question: ‘How much food is thrown away?’; Student responds: ‘It says that 30 40% of food is thrown away.’ If the text does not respond to questions they have written, encourage them to suggest what information they have learned from the text.

• Are students able to locate answers to questions?

• Can students comment on what they have learned from a text?

Activity 4

• a Look together at the example shown in the KWL chart and ask students to locate ‘30 40%... food’ ‘in landfill’ in the text. They should identify that the original information is in the first two sentences of the second paragraph. The term ‘landfill’ is first used at the end of the first paragraph. Encourage students to comment on how it summarises this information. Check for understanding of unfamiliar terms.

• b Working in pairs, students search the text for answers to the questions they created in Activity 2 and record the information in note form in the chart. Encourage them to look at the note taking tips and explain that they should keep their notes as brief as possible, using the example in 4a to illustrate. Compare the sentence: Food often takes up more space in landfills than anything else. We throw away about 30 40% of all the food we grow. with notes recorded in the table: 30–40% food to landfill

• c Students find more information to show what they have learned This is information that is supplementary to the questions they have outlined in their ‘What I wonder…’ column in Activity 2. Their responses will depend on the quality and quantity of questions asked in Activity 2.

• d Students identify questions in their ‘W’ column that are still unanswered. Explain that they may find answers in the rest of the unit. Encourage them to refer to these as they reflect on their personal learning during the unit.

• Are students able to scan and select key words or phrases to help them record research efficiently?

• Can they use templates to record information from a primary source?

• Can they record information clearly and concisely?

• Can they use research records to complete the KWL chart?

Support and extend Support: Photocopy the text about waste in the Student’s Book and ask students to underline/highlight key words and phrases to use for their notes. For Activity 4, suggest other questions that could be answered from the text and display them, for example: What is landfill? Why is methane harmful? What should farmers think about?

Extend: Encourage students to use other resources to find the answers to the questions that they asked in Activity 2 whose responses are not provided in the text.

Activities Assessment / observation

Talking point

• Students discuss their note taking skills and share practical suggestions for what they found difficult or helpful. Elicit responses that encourage students to reflect on how they used scanning techniques in the text and how words/facts in the text were reused in notes. Students review the tips and reflect to rate their performance, for example: I rate myself 3 because I mostly used short phrases, but I sometimes found it hard to keep all my notes short and use my own words.

Before you go

• Ask students to use their research to suggest a positive action people can take to reduce food waste.

Reflection prompts:

• How easy did you find it to identify key words and phrases?

• Did you find it easy or difficult to keep your notes short and clear? Why?

Support and extend Support: Pair students up to discuss the positive actions people can do to reduce food waste and then ask pairs to share their ideas with the rest of the class.

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Extend: Students could provide a suggestion from their research and the actions that would need to be taken for it to be successful.

Teacher reflection

How much support did students need to write questions? Do students need more practice writing notes?

Unit 3 Lesson 2 • Reduce food waste

Skill focus: Research

Learning objectives

Main SKILL

Research: 56Rs.04 Recording findings

Select, organise and record relevant information from sources and findings from primary research, using an appropriate method.

Subsidiary SKILL(s)

Analysis: 56A.04 Solving problems

Suggest and justify an action to make a positive difference to a local issue.

RESOURCES

STARTER

MAIN

Topic focus:

Water, food and farming

Learning focus

Links to: Mathematics

• Students select and organise information about the causes and consequences of food waste.

• Students use a suitable method to record findings.

• Students use evidence from research to explain how actions can make a positive difference.

• Students talk about the consequences of food waste on others.

• Student’s Book pages 44 and 45

• Worksheet 3.2

Activities Assessment / observation

Activity 1

• Read the text to the class or ask for a volunteer to read it, then look at the sentences. Look together at the two options presented about a banana that has gone brown Encourage students to reflect on how, instead of throwing away their banana, it could be used to make a milkshake. Ask: Can you think of other things they could do? (e.g. composting). In pairs, students discuss alternative actions that would reduce waste ending up in landfill. Ask volunteers to share ideas for positive actions that will have a better environmental consequence, using ideas from prior learning.

Activity 2

• a As a class, look at the images of food waste solutions and ask students to explain the actions in their own words, for example: If people only take a little bit of food on their plate, they can always ask for more if they are still hungry. Ask: What do you do when you compost something? How can you organise your food/fridge to avoid food ‘going off’? What do people often do if they want to be sure they only buy what they need?

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• Are individuals listening and sharing their ideas?

• Can students suggest positive actions to solve a problem?

• Are they able to explain their ideas clearly and concisely?

• Can students share opinions clearly?

• Can they use examples to explain an action?

• Can they use information to justify an action or response?

• b In pairs, students talk about which of these actions they or family members do in their homes. Ask: Do you always finish the food you are given? Do you have a place to compost food in your home? Do you freeze food that is unfinished or near its expiry date? If students are uncertain of responses, encourage them to ask questions at home. This will increase their understanding of the issue and they may be able to use this information to comment on future lessons in the unit. Remind students that this is primary research.

Support and extend Support: For Activity 1, students draw each step in the food story in pictures to help them visualise and show the food waste. They can then use this to respond to questions about food waste.

Extend: For Activity 1, ask students to suggest solutions by connections with previous knowledge, for example, composting food waste.

Activities

Activity 3

• a Look at the example of the food log as a class. Ask: What do you think this log shows? What kind of information has Natalya recorded?

Assessment / observation

• Are students able to understand information presented in a table?

PLENARY

• b In pairs, ask students to write one observation they can make from the food waste log. Ask: What do you notice about Natalya’s food waste problems at breakfast time? How many cups of food did she waste on Monday? On which day did she waste most food?

• c Pairs discuss solutions to some of the food waste habits, using prior knowledge and the actions shown in the ‘Reasons’ column: If Natalya woke up earlier, she would have time to finish her breakfast or she could take less cereal in the morning. She could make better food choices so she only took food on her plate she liked or could finish.

Activity 4

• a Look at the table that shows a different way of highlighting patterns in the results. Ask students to reflect on how a key helps to record the information in note form and identify patterns. Ask: How is this information different from the log in Activity 3? How does it help you to understand the problem? Ask questions and take answers.

• b Ask: Why do you think Natalya’s teacher asked her to record the information like this? Prompt students to reflect on whether the new table is easier to read. Explain that it is important that researchers study a problem carefully to understand it. Ask: Do you think this table shows the information clearly? Hand out Worksheet 3.2 and ask students to work independently to complete the table using the key in the Student’s book.

Activity 5

• a Read the statement that Natalya makes to explain her food waste habits. Ask: What observations can you make about her habits? Help students to find patterns in the data to explain her habits over the week. Then ask students to write statements individually to comment on the type of food wasted, the reasons and the amount.

• b Students suggest something Natalya can do to reduce her food waste. Invite students to review their understanding from Activity 2. Ask: Which of these actions would help Natalya? Note that her biggest reason for wasting food is portion size and food not being eaten before it spoils. Students suggest actions that will prevent waste or suggest actions, for example: repurpose for a different recipe or compost

• Can they use information to identify a problem and suggest a positive action?

• Can students use templates to record comparative information from two sources?

• Are they able to scan and select key words or phrases to help them record research efficiently?

• Can they record information clearly and concisely?

• Can students suggest positive actions to solve problems?

• Can they comment on patterns in data?

• Are they using prior learning?

Activities Assessment / observation

Talking point

• Elicit responses to the question that encourage students to reflect on how long it took to make notes in the table and how helpful the key was when writing the report statements.

• Review and compare their written statements, allowing peers to give constructive feedback.

Support and extend Support For Activity 3, provide question prompts to support students who are struggling to find patterns in the data. For example: When did Natalya waste the most food? (Natalya wasted the most food on…) What was the most common reason Natalya wasted food? (The most common reason for waste was…) Extend: Students could research other ways to reduce waste and suggest imaginative solutions. They use ideas from their research to give Natalya imaginative advice in Activity 5b, for example: Old banana skins can be used to polish shoes or shine and fertilise plants.

Reflection prompts:

• How easy was it to use a key?

• How did you use the key to find patterns in data?

• How useful was the key?

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Before you go

• Students read the question and talk in pairs about a positive action, based on new information they have learned from the task.

Support and extend

Support: Use questions to prompt reflections, for example: What will you try at home to reduce waste?

Extend: Ask students to give an example of an action they have learned from personal research and explain what they have learned about food waste from this information.

Teacher reflection

Do students need more practice using keys? How much support did they need from me to find patterns in data? How can I help improve their confidence in this skill?

Food waste log

Copy information in this food log to complete the research record below. Use the key in the Student’s Book.

Day Meal Food product

Monday breakfast breakfast cereal

Amount wasted (in cups) Reason for waste

1/2 cup couldn’t finish snack banana 1 cup gone brown lunch rice

1/2 cup too much lunch carrots 1 cup overcooked dinner - - -

Tuesday breakfast breakfast cereal

1/2 cup couldn’t finish snack - -lunch fish

1 cup too many bones dinner pizza 2 cups too much Wednesday breakfast - -snack sandwich

1 cup fell on floor lunch - -dinner pasta 1 cup helping too big Thursday breakfast - -lunch - -dinner

Food type

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yoghurt

1/2 cup gone off Friday breakfast cereal

1 cup couldn’t finish snack apple

1/2 cup bruised lunch carrots

1/2 cup not good dinner chicken 1 cup gone off

Monday Tuesday Wednesday Thursday Friday

Food wasted (cups)

Reason for waste

Total food wasted

Main reason

Main food wasted

Unit 3 Lesson 3 • A global problem

Skill focus: Analysis

Learning objectives

Main SKILL

Analysis: 56A.02 Interpreting data

Find and interpret simple patterns in graphical or numerical data.

Subsidiary SKILL(s)

Evaluation: 56E.01 Evaluating sources

Discuss a source, considering the author or purpose, and use this to comment on its strengths and limitations.

RESOURCES

STARTER

Activities

Activity 1

Topic focus:

Water, food and farming

Learning focus

Links to: Mathematics

• Students find and comment on numerical data related to food waste.

• Students identify and compare patterns of behaviour in food waste.

• Students identify the author of a source.

• Students explain methods they can use to comment on the author’s reliability.

• Students comment on the author’s purpose in producing information and start to make links between purpose and author.

• Student’s Book pages 46 and 47

• Internet access (optional)

• Worksheet 3.3

• a Ask students to consider how they know something is true. Look at the image and the statement: The stickers on fruit are edible. Check for understanding. Ask: Do you believe it? Take a hands up class vote.

• b As a class, discuss sources of information. Encourage students to identify who they would believe if they read or were told that the stickers on fruit were edible. For example, would they believe a doctor? A parent? A fruit producer? A supermarket? A builder? Discuss how reliable these sources would be in terms of this particular information. Talk about the reliability of sources and how to check an authority or expert. Together, come up with a list of people who they would believe.

• c Ask: How could you check this information? Students suggest ways they could verify their source of information. Encourage them to review their understanding of reliable sources and what they need to check, for example, number of sources that give the same information, the origin of the information, whether it is supported by evidence. Explain to students that while the stickers are unlikely to cause any harm, most reliable sources would tell you that they are not intended to be eaten!

Activity 2

• a Read the food waste fact and the information about the woman and the organisation she works for. In answering the question, students should consider her role and the purpose of the company she works for to agree her motivation. Ask: What does she hope to achieve by sharing this fact?

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• b Read together the tips on reliable sources. Students check the information about the global food waste organisation and the food waste fact to reflect on the reliability of the source. Explain that affirmative answers will ensure greater reliability of sources. Ask: How reliable is this source of information? Could there be bias?

Support and extend

Assessment / observation

• Are individuals listening and sharing their ideas?

• Are students able to explain their ideas clearly and concisely?

• Do they understand the word ‘reliable’ and can they apply it to sources of information?

• Can they give an example to explain the term ‘reliable’?

• Can students use information to justify whether an author of a source is reliable?

• Can they explain their understanding of reliable sources?

Support: Limit the parameters of the reliability of the source that students have to consider in Activity 1, for example, date and purpose.

Extend: Ask students to verify the fact in Activity 2 using another resource, such as the internet.

PLENARY

Activities Assessment / observation

Activity 3

• a Look together at the infographic that shows the waste habits in an unspecified country. Students identify the author of the information from the heading. They use the Top tips in Activity 2 to comment on the reliability of the source.

• b Look at the words ‘NEO 2020 consumer survey’. Ask: How did the NEO get its information? Elicit responses from students about surveys. Check they understand the word ‘consumers’. Look at the responses and think about who the NEO might have surveyed. For example: Did they conduct the survey by post? Did they canvas people in the street? etc.

Activity 4

• a Hand out Worksheet 3.3. Ask students to comment on a positive change in habits, comparing results from surveys in 2020 and 2022. They should find the difference and explain any positive changes. Ask: What actions have improved in over two years? What action shows the most change? Why do you think this could be? Encourage students to explain their responses fully.

•

b Read the analysis questions on the worksheet together. Ask: What type of questions are these? Are they asking for facts or opinions?

Prompt students to identify the types of responses they will be looking for – word or numerical answers. Students then work independently to write answers to the questions, analysing the data and then identifying patterns in behaviour. Review and share responses as a class

• Can students explain whether a source is reliable?

• Are they able to explain the purpose of given information?

• Can they find and explain numerical data?

• Can students find simple data?

• Are they able to explain the data they find?

• Can they record information clearly and concisely?

• Are they able to find patterns in data?

Support and extend Support: Ask students to complete just the first four questions on the worksheet to reduce the workload.

Activities

Talking point

• Use the reflection prompts to have a class discussion about how this information might differ according to culture and customs, for example, a country’s wealth. Students should suggest ways that they could research and compare responses from different parts of the world to check their ideas.

Before you go

• In pairs or groups, students should make connections between actions and consequences on others, for example: If people pollute the environment by increasing landfill with food waste in their country, this will increase methane. It will impact the climate by increasing greenhouse gases. Students should discuss the global consequences of local actions.

Extend: Students complete the challenge question

Assessment / observation

Reflection prompts:

• Do you think this information would be the same in our country?

• Do you think it would be the same in other parts of the world?

• How could you find out?

Support and extend Support: For the Before you go activity, give students an example to respond to, for example: How would it affect the world if one country throws away too much food?

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Extend: Ask students to talk about how the information could be used to help research in the future.

Teacher reflection

Do students need more help checking the reliability of sources? What structures would help students formulate well reasoned commentaries on patterns in data? Does the independent research stretch and challenge confident students?

Food waste habits

waste habits.

FOOD WASTE HABITS

Actions to reduce food waste

Attitudes towards food waste

71% of people use up leftovers (up from 58% in 2020).

64% of people have no leftovers when they eat out (up from 45% in 2020).

56% of people take home unfinished food after eating in a restaurant (up from 30% in 2020).

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8 out of 10 people don’t like uneaten food being thrown away.

8 out of 10 people know that food waste is bad for the environment.

45% of people make shopping lists before heading to the shops (up from 39% in 2020).

32% of people are happy to buy fruit that is not quite perfect (up from 28% in 2020).

Top motivating factors

93% of people want to help their family save money.

40% are happy to buy discounted expiring food (up from 18% in 2020).

92% of people want to protect the environment.

8 out of 10 people want to know more about how to reduce food waste.

Unit 3 Lesson 4 • Attitudes

Skill focus:

Analysis

Learning objectives

Main SKILL

Analysis: 56A.02 Interpreting data

Find and interpret simple patterns in graphical or numerical data.

Subsidiary SKILL(s)

Evaluation: 56E.01Evaluating sources

Discuss a source, considering the author or purpose, and use this to comment on its strengths and limitations.

RESOURCES

STARTER

Activities

Activity 1

Topic focus:

Water, food and farming

Learning focus

Links to: Mathematics

• Students find and comment on data related to food waste.

• Students identify and comment on barriers and attitudes to food waste.

• Students discuss the author of a source and comment on its strengths and limitations.

• Students explain the purpose of a source.

• Student’s Book pages 48 and 49

• Worksheet 3.4

• a In pairs, students choose one of the tips from the infographic and explain it to their partner, commenting on the action it will need, for example: Plan meals: helps use up leftovers/create a shopping list; Check dates: check food expiry and organise food so that it is used up in time or frozen before it spoils. Invite students to explain their actions fully. Challenge students to explain what action is required for each tip.

• b As a class, discuss briefly what might stop people from following these tips, then students work in pairs to write a list. Encourage them to reflect on their own habits and what stops their family from doing them, for example: They forget about what is in the fridge.

• c Students suggest methods they could use to find out why people don’t follow these tips to reduce their food waste. They should think about different ways of collecting data, the types of questions they might ask and how they could show their results to answer the question.

Activity 2

• a Read the explanation of how word clouds are made, how they work, why they are used and who uses them. Students should explain how the size of words determines the importance of the response because these words are the most common responses.

• b Students list the five largest words in the word cloud and use this information to explain the main idea of the word cloud.

Assessment / observation

• Are individuals listening and sharing their ideas?

• Are they able to explain their ideas clearly and concisely?

• Can they suggest different research methods?

• Are they able to explain positive actions?

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• Can students find patterns in graphical data?

• Do they understand how visuals are used to communicate information simply and quickly?

Support and extend Support: Allow students to work in mixed confidence groups instead of pairs for either or both of these activities.

Extend: Students could experiment with creating their own word cloud online. Give them copy of a text from the Student’s Book, another book or online to identify the most common word.

MAIN Activities Assessment / observation

Activity 3

• a Ask for a volunteer to read the text about the London Environment Institute. Discuss the questions in the Student’s Book to help students learn more about the author of the word cloud that comes next.

• b Think pair share. Students should use the Top tips from Lesson 3 and the words in bold in the text.

• Do students understand the term ‘reliable’?

• Can they use a checklist to justify their opinions?

• Can they use evidence to support their ideas?

Activity 4

• a Hand out Worksheet 3.4. Read the task instructions in the Student’s Book and look at the word cloud on the worksheet together. Check understanding of key terms in the cloud. Put students in pairs to link the words to their explanations. Ask: What research question is this infographic trying to answer? Encourage students to explain how the information could be used to explain patterns in behaviour.

• b Use the infographic on the worksheet to complete an information gap fill about factors that could affect people’s actions for changing food waste habits. Discuss the responses. Use this as an opportunity to raise students’ awareness of the strengths and limitations of word clouds.

• How confidently can students identify the purpose of a text?

• Can students suggest improvements?

• Can they interpret visual information and find simple patterns?

• Are they able to understand and explain the strengths and limitations of an information text?

PLENARY

Support and extend Support: Give students the information for the gap fill in Activity 4b and ask them to choose the appropriate place for each of the responses. Extend: After the gap fill has been completed in Activity 4b, ask students to explain the strengths and limitations of using word clouds and then compare their responses. For example: limitations: the ‘cloud’ graphic does not give detailed information, small words/reasons could be lost or not taken seriously, too simplistic; strengths: easy to read quickly, strong message that ‘saving money’ is a motivator, colours help to separate factors.

Activities Assessment / observation

Talking point

• Ask: Which did you find easiest to understand – the word cloud or the numerical facts presented about food waste?

• Encourage students to think about the types of data they have interpreted in Lessons 3 and 4. Talk about how visuals and numbers are used to communicate information quickly and simply. Students should share opinions and use evidence from the infographics to support their responses.

Before you go

• Students create a class checklist for reliable sources. They should each suggest one thing they need to check to trust a source, referring to previous learning in the unit and explaining it in their own words.

Reflection prompts:

• Can you tell the difference between different types of data?

• How easy do you find it to share and justify your opinions?

Support and extend Support: Allow students to refer to the Top tips: How to spot reliable sources from Lesson 3 for the Before you go activity. Extend: Ask students to provide an example to explain their suggestion for the checklist

Teacher reflection

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How well can students recall information about reliability of sources? Do students need more practise with reasoning and providing evidence for explanations? Is language adaptation of sources needed? Would starter question prompts be helpful for structuring responses?

cloud

Food waste word cloud

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waste food. The

influenced people’s

study

food waste

helped them to

wanted to make a positive action,

Unit 3 Lesson 5 • Surveying food waste

Skill focus:

Research

Learning objectives

Main SKILL

Research: 56Rs.03 Conducting research

Conduct investigations, using interviews and questionnaires to test a prediction or begin to answer a research question.

Subsidiary SKILL(s)

Research: 56Rs.01 Constructing research questions

Begin to construct research questions with support.

RESOURCES

STARTER

Topic focus:

Water, food and farming

Learning focus

Links to: English, Mathematics

• Students understand the process of designing a questionnaire.

• Students recognise the link between questions and the purpose of an investigation.

• Students recognise how closed questions are used for data collection.

• Students suggest and create a research question to solve a problem about food waste.

• Student’s Book pages 50 and 51

• Worksheet 3.5

• Scissors and glue sticks (for students to complete the worksheet)

Activities Assessment / observation

Activity 1

• Look together at the infographic with facts about food waste in US schools. Ask: What reason is suggested for the waste? Encourage students to reflect on links between the time allocated to lunch and the reduction of food waste. Students discuss their own observations of food waste at school and factors affecting food they or friends might throw away. If food is not offered in your students’ setting, talk about the issue in general.

Activity 2

• a Read the speech bubble aloud to the class, and the Key terms for questionnaire and investigation. Ask the question and encourage students to identify the problem they are trying to understand.

• b Read the speech bubble again, then look at the notes the students made as a class. Review the first stage identified in designing a questionnaire (defining the problem). Ask: What’s the issue? What do you think they need to find out? What problem are they trying to solve? How will this information be used? Prompt students to reflect on how they constructed research questions in Lesson 1.3. Students then discuss and suggest a research question.

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• Can students talk about a local issue and give examples?

• Are they listening and responding well to one another?

• Do students understand the stages in designing a questionnaire?

• Do they know how to create a research question from a problem?

• How confident are students writing research questions?

• c Explain that for their investigation, the students have decided to design a questionnaire. Read the explanation and check understanding. Ask: How does a questionnaire help the investigation process? Read through the different stages. Note that these are not given in order. Invite students to decide on their correct order. Ask: Which is the first thing that the children should do? And then?

Support and extend Support: Give students a choice of three research questions for Activity 2b and ask them to choose the best one to suit the purpose of the investigation, for example: What is the reason for food waste in school? (best) Do children waste a lot of food at home? (not specific and about home) How can food waste be reduced at school? (does not help understand the local problem)

Extend: Students can refer to knowledge from previous tasks (research) about food waste in their explanations or comments about food waste in school

Activities Assessment / observation

Activity 3

• Look together at the completed plan for an investigation into food waste. Ask: What is their research question? Prompt students to identify and compare with their own suggestions for a research question. Students find responses in the plan that refer to: who is target population, how they will investigate and use the information, why they will investigate, where they will investigate and what the survey wants to find out.

Activity 4

• a Ask students to consider the types of questions needed to collect data simply and quickly. Look together at the key terms and examples to help students decide whether closed or open questions are most suited for questionnaires. Check that students understand how the type of question affects the responses received, for example: How many times do you throw away food? compared to How could the school reduce food waste? Students should comment on the responses prompted by each question. Ask: Which question gives a limited response? Which requires a longer answer?

• b Hand out Worksheet 3.5, scissors and glue sticks. Ask students to cut out and sort questions into closed and open questions and stick them into the correct column. Explain that this exercise will help identify suitable questions for the questionnaire.

• Can students identify structures used to plan a questionnaire?

• Can they recognise the main elements in a plan?

• Are they able to find and select appropriate information?

• Can students recognise a closed question?

• Do they understand the difference between a closed and an open question?

• Are they able to explain how different questions are used?

PLENARY

Support and extend Support: In Activity 4b, prompt students to identify an appropriate response for each question to help them understand whether they are open or closed. Ask students if the responses show characteristics of open or closed questions by referring to the key terms in Activity 4a. For example: What would the response be to ‘Do you like school meals?’ What might you answer? What kind of response is this?

Activities Assessment / observation

Talking point

• Students discuss what they have learned about choosing questions for an investigation. Encourage students to share what they know about why closed questions are used for questionnaires. They should comment on how their personal learning has developed or improved in relation to identifying questions.

Before you go

• Ask students to look back at the stages of designing a questionnaire and to suggest reasons why questionnaires are helpful in research. Students should reflect on how poor questions can affect the quality of the results, for example, if they use leading questions, this will bias the results and not be truly representative; if questions are misspelt, this could confuse respondents and lead to missed responses.

Support and extend

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Extend: Ask students to suggest and write more closed questions for the questionnaire in Activity 4b.

Reflection prompts:

• Can you explain why some questions are better for questionnaires?

• What have you learned about writing questions for questionnaires?

• Are students able to identify how to avoid or reduce error?

• Can they suggest ways pilot surveys help research?

Support: Use prompt questions to guide students’ reflections about personal learning. Ask: What did you know about writing questions for questionnaires before? How has this changed? What new information have you learned? How did you manage in the question sorting task? What did you find difficult?

Extend: Students write a list of the benefits of testing a questionnaire from ideas raised in the discussion

Teacher reflection

How much help did students require constructing research questions? What help do students need to develop skills in conducting investigations? Do they require more scaffolding for writing questions?

3.5 Question sort

Read each question and decide if it is an open or closed question. Cut it out and place it in the correct column.

Closed questions

Open questions

How could you reduce food waste in school?

What food did you throw away today?

(Tick all the boxes that apply.)

Are you given the right amount of food?

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Do you like school meals?

Would you use a compost bin if we had one at school?

Do you know why it is bad to waste food?

Why do you throw away food?

What do you do to reduce food waste at home?

Why did you throw away food today? (Choose one reason.)

What do you like about school lunches?

Do you prefer meals cooked at home?

Did you know that food waste contributes to climate change?

Why do you think it is bad to waste food?

How do you get to school?

Unit 3 Lesson 6 • Let’s investigate!

Skill focus:

Research

Learning objectives

Main SKILL

Research: 56Rs.03 Conducting research

Conduct investigations, using interviews or questionnaires to test a prediction or begin to answer a research question.

Subsidiary SKILL(s)

Analysis: 56A.03 Making connections

Talk about simple causes of a local issue and consequences on others.

RESOURCES

STARTER

Activity 1

Topic focus:

Water, food and farming

Learning focus

Links to: English, Mathematics

• Students use questionnaires to begin to answer a research question.

• Students explain how to conduct an investigation.

• Students comment on an investigation.

• Students suggest an action that solves an issue that has been identified in an investigation.

• Students talk about the consequences of food waste in schools.

• Student’s Book pages 52 and 53

• Worksheets 3.6 (a) and (b)

• a Look at the picture prompt together. Ask: What is the boy with the clipboard doing? Students should comment on how he is conducting a questionnaire in a school canteen and suggest reasons for this action, for example: He is trying to find out about what people’s eating habits are or wants to learn about other opinions from children in his school.

• b Think pair share. Students discuss different primary research methods, using the icons to help them. They should identify that data can be collected online, by phone, by post or in person; they should identify that data can be collected from specific questions or simply by observing or measuring behaviours, for example, watching how students dispose of their food waste, measuring the amount that is thrown away, asking closed questions or interviewing people to understand people’s views about food waste. Students share experiences of completing or conducting primary research.

• c Discuss the advantages and/or disadvantages of each kind. Use words and images to prompt discussions, for example, in person or phone interviews allow for questions to be adapted to suit the participant, but they can take longer and are not anonymous.

Activity 2

• a Look at the food waste questionnaire. Note that it uses closed questions from Lesson 5. Ask students to work in pairs to locate the research question – Why do children waste food at our school?

• b In pairs, students read the notes made about the investigation and use this information to respond to questions. Check responses as a class and ask: Why do you think this information is important? Students should comment on the planning investigation template from the previous lesson and the stages required, for example, they need to plan where, who and how long the questionnaire will take to ensure it is successful. They should then answer the questions.

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• c In pairs, students, explore what makes research reliable. Students should identify how the number of children involved in the investigation affects validity of the results, for example, if they don’t ask enough people, can they trust that the results are a true representation? Come together as a class and ask volunteers to share the main ideas from their discussions.

/

• Do students understand how investigations are conducted?

• Are they able to suggest different ways investigations are conducted?

• Are students able to reflect on the reliability of research?

• Are they listening and sharing their ideas?

• Can they identify the research question?

Support and extend Support: In Activity 1, ask direct questions to compare different methods of collection, for example: Which is quicker? Ticking a box or calling someone to ask them questions? Responses should recognise that independent quick responses from tick boxes or feedback buttons will be easier than face to face or calls.

Extend: For Activity 1, students could rank survey types according to different criteria – quickest, most anonymous, etc.

Activities Assessment / observation

Activity 3

• Look together at the collated responses in the tally chart showing responses to the question about compost bins. Ask: What do you notice? (Most respondents would use a compost bin.) Compare with the pie chart and bar graph showing the same information. Use this as an opportunity to discuss different types of data and how they are used to communicate the same information. Explain to students that this information can be used to report on the research.

Activity 4

• a Put students into groups of two or three. Hand out one copy of Worksheet 3.6 (a) and 3.6 (b) to each team. Explain that they will need to record and analyse the data collected from the eight completed questionnaires. Students should agree in their teams how they will work together to record the results on 3.6 (a) into the recording tables on 3.6 (b). Give suggestions for how students could divide the task equally to work effectively in their teams, for example, team members could take responsibility for recording results for a given question or assign roles as reader/scribe. Students complete the tables to show the results.

• b In their notebooks, each team member illustrates the data for one or more of the questions, depending on the group size. Students choose an appropriate chart or graph form, or create a fact infographic.

• c Group members reassemble and explain their results to one another, referring to their graphs/infographics.

Activity 5

• a Students think about how they could explain their results in writing Ask: How could you write the results using reporting language? Students write a statement to explain the findings for each question, for example: 50% of respondents threw away protein. Dairy was the least thrown away food.

• b Study the report features checklist and check for understanding. Students consider the purpose of the investigation, look at the report template and use the features to guide the structure of their report. They should work as a team to write a report of the investigation.

• Do students recognise the importance of communicating information clearly, quickly and simply?

• Are they able to compare different ways of sharing information?

• Can students represent the results of the questionnaire appropriately?

• Could they share tasks fairly to achieve a shared outcome?

• How much help did they need representing their data?

• Can students explain ideas clearly and concisely in a team?

• How well did students communicate their ideas to one another?

• Are they able to use report writing language?

• Can they structure their writing appropriately?

• Can they use evidence to support or justify their ideas?

Support and extend Support: Students work in mixed ability groupings to order statements and explain the investigation. Extend: Ask students to use evidence from previous learning (research) to suggest a proposed action in the report conclusion for Activity 5.

Activities

Talking point

• Students reflect on the process of investigating, commenting on the start (research question) and end point (report) of the investigation. They comment on how successful they think they were.

Before you go

• Read the question together. Elicit responses in a discussion that promotes reflection for how this information can be shared to raise awareness of a problem. Encourage students to consider how posters and images are used to explain a problem.

Assessment / observation

Reflection prompts:

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• How were you successful in this task?

• Can you make the link between the research question and the outcome?

Support and extend Support: For the Talking point, ask students to go through the report features checklist to assess their success.

Extend: For the Talking point, ask students to suggest improvements to their report.

Teacher reflection

How many students require the support of report writing templates? What opportunities are needed to practise analytical skills? Do students have the necessary mathematical understanding to create graphical representation of data?

Worksheet 3.6 (a) Questionnaire responses

Food waste questionnaire

Why do children waste food at our school?

What did you throw away today?

fruit veg grains protein dairy

Do you have school lunches? Yes / No

Do you like school lunches?

Do you get the right amount of food?

Did you know food waste causes climate change?

Would you use a compost bin at school?

What did you throw away today?

Do you have school lunches?

Do you like school lunches?

Yes / No

Yes / No

Food waste questionnaire

Why do children waste food at our school?

Do you get the right amount of food?

Did you know food waste causes climate change?

Would you use a compost bin at school?

What did you throw away today?

Do you like school lunches?

fruit veg grains protein dairy

Yes / No

Yes / No

Yes / No

Food waste questionnaire

Why do children waste food at our school?

fruit veg grains protein dairy

Do you have school lunches? Yes / No

Do you get the right amount of food?

Did you know food waste causes climate change?

Would you use a compost bin at school?

Food waste questionnaire

Why do children waste food at our school?

What did you throw away today?

Yes / No

Yes / No

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fruit veg grains protein dairy

Do you have school lunches? Yes / No

Do you like school lunches?

Do you get the right amount of food?

Did you know food waste causes climate change?

Would you use a compost bin at school?

Yes / No

Yes / No

Worksheet 3.6 (a) Questionnaire responses

Food waste questionnaire

Why do children waste food at our school?

What did you throw away today?

fruit veg grains protein dairy

Do you have school lunches? Yes / No

Do you like school lunches?

Do you get the right amount of food?

Did you know food waste causes climate change?

Would you use a compost bin at school?

What did you throw away today?

Do you have school lunches?

Do you like school lunches?

Yes / No

Yes / No

Food waste questionnaire

Why do children waste food at our school?

Do you get the right amount of food?

Did you know food waste causes climate change?

Would you use a compost bin at school?

What did you throw away today?

Do you like school lunches?

fruit veg grains protein dairy

Yes / No

Yes / No

Yes / No

Food waste questionnaire

Why do children waste food at our school?

fruit veg grains protein dairy

Do you have school lunches? Yes / No

Do you get the right amount of food?

Did you know food waste causes climate change?

Would you use a compost bin at school?

Food waste questionnaire

Why do children waste food at our school?

What did you throw away today?

Yes / No

Yes / No

SamplePages

fruit veg grains protein dairy

Do you have school lunches? Yes / No

Do you like school lunches?

Do you get the right amount of food?

Did you know food waste causes climate change?

Would you use a compost bin at school?

Yes / No

Yes / No

Questionnaire recording tables

What did you throw away today?

fruit vegetables grains protein dairy

Do you have school lunches? Yes No

Did you know food waste causes climate change? Yes No

Do you like school lunches?

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Are you given the right amount of food?

Unit 3 Lesson 7 • The food journey

Skill focus:

Collaboration

Learning objectives

Main SKILL

Collaboration: 56Cl.01 Working together

Work positively with team members, contributing useful ideas and helping to solve problems to improve teamwork or to achieve a shared outcome.

Subsidiary SKILL(s)

Communication: 56Cm.01

Communicating Information

Present information clearly with an appropriate structure and with some reference to sources where appropriate.

Reflection: 56Rf.02 Teamwork

Identify benefits and challenges of working together to achieve a shared outcome.

RESOURCES

STARTER

Topic focus:

Water, food and farming

Learning focus

Links to: English

• Students work positively as a team to communicate awareness of a problem.

• Students suggest ideas to engage a young audience.

• Students present information clearly.

• Students use structures which engage and inform their young audience.

• Students use information from research to support their ideas.

• Students comment on their collective successes and difficulties in the task.

• Students are aware of how they need to improve in the future.

• Student’s Book pages 54 and 55

• Worksheet 3.7

Activities Assessment / observation

Activity 1

• In pairs, students discuss what they think the phrase ‘field to fork’ means. Discuss ideas as class. Ask: How simple is the journey? Guide the discussion to reflect on the previous research about food waste. Encourage students to talk about and reflect on the journey of different foods – local produce and imported foods. Ask: How could this affect the journey?

Activity 2

• a Look at the illustration showing the journey of food from the field to households. Talk about each stage of the journey and make notes on the board, for example: Food is grown in fields or animals are farmed. Then food is transported to factories and storage centres… This is an opportunity for students to rehearse spoken responses.

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• Are students able to make connections with previous learning?

• Can they talk about a local issue?

• Are they able to use real life examples in their explanations?

• Can students explain their ideas clearly in writing?

• Are they making connections between an issue and a consequence?

• b Hand out Worksheet 3.7. Divide students into pairs and ask them to use their ideas to annotate the journey in note form. Review guidelines for note taking: use words or short phrases; don’t write complete sentences; record important facts; use own words, if possible

• c Ask: Can you use your ideas at the start of the lesson to suggest where and how food might be wasted? Look together at the flow chart showing how and where food is wasted along the journey. Students complete their diagram to show how food is wasted, using information from the flow chart. Encourage students to refer to the model answer shown on the worksheet for the first stage in the journey.

• d Ask students to add notes to the diagram on the worksheet to show how food is lost.

Support and extend Support: Students can use the notes and key words from the discussion to annotate their diagram. Extend: Students could use independent research to add facts to their annotated diagram.

MAIN

PLENARY

Activities Assessment / observation

Activity 3

• a Look together at a different infographic showing similar information. Ask: How is this infographic different from the diagram you have just been looking at? Does it provide different information? Which is easier to understand? Look at the key and check understanding. Ask: How are losses shown? What does the key tell us? Explore how losses are shown in the infographic as money, not quantity, for example, quantity (%) versus value ($). Discuss which might be more effective for raising awareness, eliciting responses which encourage students to reflect on previous learning about ‘saving money’ being a major factor influencing changes in behaviour.

• b Ask: What new information do you have? What can you add to each stage in the diagram? (e.g. $25 billion lost in farms) Students add details to their journey of the food diagram to show losses at each stage of the diagram.

Activity 4

• a Tell students that they will be working in teams to create a performance to explain this problem to a young audience. Ask: What do you need to think about when you are communicating this information? Review communication skills. Ask: What will you need to think about when communicating with young children? Prompt students to think about the language they will use, how they will engage the audience and simplify a complex problem to provide a clear message. Put students into groups so they can plan their performance.

• b Students work in teams to practise their ‘journey of food’ to tell the story of food waste. Encourage students to reflect on how they can be creative and entertaining.

• c Students perform their ‘journey of food’ in front of a young audience if possible, but if not, in front of the class or other groups. They should give each other constructive feedback.

• Are students listening and responding to one another’s ideas?

• Can they use simple, clear and concise language to explain?

•

Are students allocating roles fairly?

• Did everyone in the team play an active role?

• How well did they communicate their ideas?

• How did they resolve conflicts in the team?

• How effectively could they communicate their message?

• How appropriate was the performance for their target audience?

• Did they engage their audience?

• Was their message clear?

Support and extend Support: Allow students to use images from the infographics in this lesson to provide clarity in their performance for Activity 4.

Extend: Ask students to incorporate additional facts that they have researched independently into their performance. Allow time for this research in the planning if necessary.

Activities Assessment / observation

Talking point

• In their groups, students discuss the feedback they were given about their performance to gauge how successful they were.

Before you go

• Prompt students to think about how communication strategies change according to the audience. Students suggest ideas for how they will talk about this problem at home.

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Reflection prompts:

• How well did you work as a team?

• Do you think you are a good communicator? Why, or why not?

• Did you engage your audience?

• Was your message clear?

Support and extend Support: Read out comments from the feedback to less confident groups to guide discussion on their on their performance.

Extend: In the Talking point, students make specific reference to communication skills in their reflections and give examples to illustrate, for example: I engaged with my audience by… (using my voice, using hand gestures, showing clear pictures, telling a story) this helped the audience understand…

Teacher reflection

What is the visible evidence of success, or skills development? How have I supported student learning? What will I do differently next time? Are students able to work well in groups? Are they able to communicate clearly? Are they able to present information on an issue clearly?

Unit 3 Lesson 8 • Super food savers

Skill focus:

Collaboration

Learning objectives

Main SKILL

Collaboration: 56Cl.01 Working together

Work positively with team members, contributing useful ideas and helping to solve problems to improve teamwork or to achieve a shared outcome.

Subsidiary SKILL(s)

Communication: 56Cm.01

Communicating information Present information clearly with an appropriate structure and with some reference to sources where appropriate

Reflection: 56Rf.02 Teamwork

Identify benefits and challenges of working together to achieve a shared outcome.

RESOURCES

STARTER

Topic focus:

Water, food and farming

Learning focus

Links to: English, Art & Design

• Students communicate ideas clearly and simply with one another.

• Students create and use a plan to organise their tasks to achieve a shared goal.

• Students create an effective cartoon that communicates a clear environmental issue and raises awareness.

• Students present information in a cartoon.

• Students use structures that engage and inform their young audience.

• Students use information from research to support their ideas.

• Students comment on their collective successes and difficulties in the task.

• Students are aware of how they need to improve in the future.

• Student’s Book

• Sheets

Activity 1

57

Activities Assessment / observation

• Ask: Who is Captain Greens? Look at the information about the super food hero. Decide together what environmental issue he raises awareness of and who his target audience might be.

• Think pair share. Ask: How could cartoon characters be used to spread awareness of an environmental issue? Elicit responses that encourage students to reflect on superpowers to tackle a difficult problem and how they engage their audience.

Activity 2

• a Look together at the poster for Captain Greens and his sidekick, Broccoli Man. Ask: What is Captain Greens’ message? Encourage students to identify that the poster heading ‘Save food, save the planet!’ provides the main message. Students support their response using evidence from their comments and tips.

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• Can they explain how cartoons are used to communicate a message?

• Do they understand the target audience?

• Are they able to reflect on why cartoon characters engage an audience?

• Can students identify and explain a message and how it is being communicated?

• Are they able to identify the strengths and limitations of a source?

• b Ask: Can you find and repeat the tips they suggest on the poster? Students should use the subheadings Feed yourself, Feed others and Feed the soil Prompt students to comment on the simplicity of the message and the use of repetition to provide clarity.

• c As a class, students use their understanding of good communication skills to comment on how successfully this poster communicates a message to raise awareness of an important issue Ask: Why do you think it is important to engage a young audience like this? Discuss forming good habits at a young age and the importance of communicating these issues to a wider audience.

Support and extend Support: Use questions to direct students to find the appropriate information in response to Activity 2, for example: What does Captain Green want to do? How do you know that? What words are written on the poster that tell you this? Can you see any words that are repeated? How does this help you remember the message?

Extend: Ask student to use the PEE structure to support their responses to the questions in Activity 2, for example: The superhero provides tips on how to reduce food waste. These are ‘Feed yourself’, ‘Feed others’ and ‘Feed the soil’. These are short, simple messages which are easy for the reader to understand.

PLENARY

Activities Assessment / observation

Activity 3

• Look together at the four frame cartoon about saving food. Ask each of the questions to check students’ understanding of how the information is communicated, for example, the main message is about food waste and taking a smaller portion size; the cartoon is set in a school canteen. Ask: How does the cartoon engage the audience? How effective do you think it is?

Activity 4

• a Put students into teams of four. Explain that they are going to create their own cartoon story about food waste. Each team member will create one frame of the story. They can plan their ideas first, but they will not be allowed to talk to other members of them team while they are drawing Ask: What will you need to know before you start? Discuss the importance of communication in the planning phase.

• b Teams make a list of what they will need to include in their plan, using the prompt questions from Activity 3. They should ensure that all team members contribute and are clear about how the story will be mapped out. Check that they are all ready to start the drawing phase by asking: Do you know what part of the story you will draw? Are you clear about how your characters need to behave? What is the setting?

Activity 5

• Remind students that they will now have to reply on their group plan, as communication is forbidden during the drawing phase. Give students a couple of minutes to summarise their story, characters and message.

• Each team member draws their part of the cartoon on A4 paper. Encourage them to use the whole sheet to create a bold cartoon that can be shared easily with the whole class later. Each member of the team draws one frame of the story.

• Teams assemble and review their story. Ask: Does your story make sense? Is the message clear? Did you use your plans to guide you?

• Are students listening and responding to one another’s ideas?

• Can they explain how the cartoon is structured?

• Can they identify the message and comment on its clarity?

• How well are individuals working together?

• Is everybody contributing equally?

• Are they able to communicate their ideas clearly in words and in plans?

• Are there any conflicts? How are they resolved?

• How effectively are students using their plans to communicate the shared outcome?

• Are team members working together positively to achieve a shared outcome?

• Are they communicating clearly and positively with one another?

Support and extend Support: Allow students to model their own cartoon closely on the example in the Student’s Book, using the same characters but a different food waste issue, such as making a shopping list or food storage.

Extend: Ask students to provide additional details to their cartoon by extending the number of frames and making it suitable for an older age group

Activities Assessment / observation

Talking point

• In their groups, ask students to look carefully at how coherent their story is and to reflect on how well the message is communicated, how the story flows and whether there are any issues that affect clarity. Encourage students to think about how well they communicated their message, referring to the checklist to reflect as a team and individually on their success.

Before you go

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Reflection prompts:

• How well did you work as a team?

• Are you a good communicator?

• Could you engage your audience?

• Was your message clear?

• How you could improve?

• Prompt students to consider how groups of people might need to collaborate with each other with limited interaction, for example, from a distance. In this task, they have completed the cartoon independently after setting clear goals and agreeing the main ideas. Discuss the importance of setting clear goals in meetings to achieve success, for example, writing a plan that can be consulted by team members during the process, stating the objective, ensuring everyone has a role and knows how to fulfil it.

Support and extend

Support: Use prompt questions to help individuals and teams reflect on their communication. For example: How clear was your cartoon? Did the story make sense? What helped you complete this task?

Extend: In the Talking point, students make specific reference to communication skills in their teams. They should use examples to illustrate, for example: Our cartoon worked well because we… I helped my team because I communicated clearly by…

Teacher reflection

How effective were teams working together? Were groups well balanced? Did conflicts arise? How good are students are resolving their differences? What visible evidence was there of communication or collaboration skills progression?

Unit 3 Final task • Prepare an awareness campaign about food waste

Skill focus:

Collaboration

Learning objectives

Main SKILL

Collaboration: 56Cl.01 Working together

Working positively with team members, contributing useful ideas and helping to solve problems to improve teamwork or to achieve a shared outcome.

Subsidiary SKILL(s)

Research: 56Rs.03 Conducting research

Conduct investigations, using interviews or questionnaires to test a prediction or begin to answer a research question.

Analysis: 56A.04 Solving problems

Suggest and justify an action to make a positive difference to a local issue.

Reflection: 56Rf.02 Teamwork

Identify benefits and challenges of working together to achieve a shared outcome.

RESOURCES

Task summary

Topic focus:

Water, food and farming

Learning focus

Links to: English

• Students work together to create a campaign that suggests an appropriate action to raise awareness of a local issue.

• Students identify suitable questions for their investigation.

• Students gather information that answers their research question.

• Students suggest an action that will make a positive difference to food waste in their school.

• Students justify their ideas for solving a problem from research.

• Students use feedback to identify benefits and challenges of teamwork.

• Teams reflect collectively on the benefits and challenges of achieving a shared outcome, both in words and in writing.

• Student’s Book pages 58 60

• Worksheet: Final task

Students work together to raise awareness of food waste in the school community. They conduct an investigation to research the problem in their locality, communicating their findings to children in their school and propose a positive action that would reduce or solve the problem. Following the campaign, teams produce a team report, commenting on their success in the task, including the benefits and challenges of working in a team.

Activities

Activity 1

• Read the task outline as a class. Elicit what the outcome will be (raise awareness and report on food waste in school, using research).

• Ask: What are the words in bold? Prompt students to reflect on the key words. Ask: What do you need to do to be successful in this task? Explain that the bold words can be used to check that they are staying on task and will achieve a successful outcome. Remind students that they should refer to these ideas regularly as they carry out the task.

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Activity 2

• a Ask: Do we have a problem of food waste in our school? Put students into groups of three or four. Students reflect on local issues and the discussions on food waste from previous lessons Encourage them to make predictions about what their investigation will uncover.

• b In their teams, students review the work they have done in this unit. Ask: What do you need to do to prepare for this task? What activities have you done that will help you in this task? What research have you read that could provide evidence for your awareness campaign? What have you investigated that is similar? Students write a list that includes ideas from previous learning to communicate campaign ideas, for example, cartoons, performances, posters, etc.

• c Read the Top Tips together. Ask: What will you do to raise awareness of your research?

Assessment / observation

• Can students identify the outcome and what they need to do to be successful?

• Can students make links with prior learning?

• Are they listening and asking relevant questions?

• Can they talk about a local issue?

• Are students able to make a prediction?

MAIN

Support and extend Support: Use prompt questions to help students identify what they already know about food waste that could be useful for this task. Refer students to infographics in the Student’s Book for information (see Lessons 3, 5, and 7).

Extend: For Activity 2, students recall and write facts from previous learning and research to identify information they could use for this task.

Activities Assessment / observation

Activity 3

• a Students discuss and agree a research question. Refer them back to Lesson 5, if necessary, to help them define the problem and identify the research question for their investigation.

• b Teams complete a plan for their investigation, using earlier discussions to add details of their awareness campaign Ask: How will you communicate your ideas for actions?

Activity 4

• Students use their research question to identify questions for their questionnaire They should review the example questionnaire from Lesson 5. Ask: Are there any questions that need to be changed to fit your school or your campaign? Teams reduce the number of questions or edit them to suit their research question and the local context. Share and reflect on any changes teams have made.

Activity 5

• a Teams decide how they will organise their investigation and assign roles accordingly and as outlined in their plans.

• b Students complete their investigation. This will need to take place as they have outlined in their investigation plan. If time is limited, the survey could be conducted with peers within the classroom; however, this will need to be agreed during the planning phase.

• c Students record and analyse their results. Encourage them to look at examples used earlier in the unit. Ask: How will you use this information in your awareness campaign?

• d Students discuss their findings and use them to draw conclusions and create statements to use in their awareness campaign.

Activity 6

• a Students review and decide how they will use research to support the positive actions in their awareness campaign.

• b Students develop their awareness campaign. Remind students that each team member should contribute, and use their skills effectively, for example, cartoon drawing (artistic), writing (language skills).

• c Students share their campaigns and give feedback. Review the task outline and checklist to measure success.

• Do teams understand how to plan an investigation?

• Can they agree on a method of information research?

• Can students identify and write suitable questions for a questionnaire?

• Are students able to present information clearly?

• Is there a good balance of text?

• Have pictures and colours been used to engage the audience?

• Is there evidence of the action?

• Can they present research clearly?

• Are they able to explain their ideas?

• Are students able to give and respond appropriately to feedback?

Support and extend Support: If appropriate, students can reuse or adapt a similar question from earlier in the unit to use as their research question for the step in Activity 3.

Activities

Reflection

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Extend: Students use secondary research support to provide further evidence for actions.

Assessment / observation

• a Hand out Worksheet: Final task. Ask students to reflect, individually, on the task and complete the table at the top of the worksheet.

• b Students share their checklists with their team and discuss their assessments. Ask: Do you agree with the other members of your team? What do you need to do to improve?

• c As a group, students discuss individual’s contributions to the team task. Encourage them to speak positively about what they did themselves and how other team members helped, but also to identify ways they could improve next time.

• d Using the questions on the worksheet, students complete a final written reflection.

Before you go

• Students use the prompt questions to discuss their learning from this unit.

Support and extend Support: Students work in mixed ability groupings and use the template.

Extend: Students structure their reflection independently, using only questions to guide their responses.

Teacher reflection

Are students giving well reasoned reflections? Are team members all contributing equally? What needs to be put in place to develop these skills? Do students need encouragement to reflect on prior learning?

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