This lesson is designed for upper KS2 Giving pupils a chance to understand why it is important to store food correctly. This is an investigative lesson where pupils have to demonstrate how to store foods correctly and examine the differences between use by and best before dates. There are interactive activities that are directly linked on how to store foods, which foods are best to store in plastic containers, as well as sharing thoughts about hygiene in the kitchen. By the end of the lesson pupils will have a good understanding and will produce a class wall of knowledge using post-it notes, discussing any misconceptions and sharing new facts the children have learnt from this lesson. The photos can be used to place correctly on the fridge shelf or food cupboard. (more foods will be added to the zipped file)

This lesson has been written for upper Ks 2 Geography - Seasons - Understand and gain knowledge on impact of seasonality on food production around the world. By the end of the lesson children would be able to: summarise and give an explanation why foods are grown in seasons. Identify the climates and locations where food is grown, reared, caught and produced. To locate where food is exported in the world. This lesson entails using search technologies effectively, appreciate how results are selected and ranked and be discerning in evaluating digital content. To use technology safely, respectfully and responsibly.

This lesson is designed for upper KS2 There are many pioneers in modern medicine; this lesson gives pupils opportunities to think about what they already know about infectious disease and illnesses, as well as researching famous scientists whom have made an impact on our health when fighting disease and illness, their invention, cure and treatment . Pupils can use the web links for their research and the Red Cross link for possible activities and further research. Included in this lesson, there is a PPP, website links, templates and the lesson plan

A topic has been written for parents who home school and teachers who would like a fun topic that offers opportunities for children and pupils to choose what fruit and vegetables they would like to grow in their home garden or school garden. Through research choose the vegetables they would like to eat later in the year. Parents and teachers can use the websites listed to help in their ’ grow your own ’ topic and through this, offers many opportunities to spend time outdoors preparing an area of the garden for growing crops. My two and half year old enjoyed placing the pea seeds in the seed trays indoors ready in a few weeks to plant the seedlings outdoors. All children will enjoy being involved in the sewing of the seeds, to eventually harvesting the crops to enjoy and eat. Additional activities for older children allows further research to be carried out online: To transfer the data collected onto maps produce posters on what is needed to be successful at growing vegetables or fruits, thinking about what tools are needed and the time of year the seeds will be planted. A storyboard/ time board activity to draw the process of preparing the veg patch, planting the seeds indoors, watering, planting out the seedlings outside to how long it takes the vegetables to grow. (Those children who love drawing can draw further detailed drawings of the vegetables) Enjoy and have fun spending time outdoors in this topic.

This Geography lesson has been written for upper KS2. Giving pupils opportunities to research where farms are locally; also finding out what produce is farmed and do these farms supply supermarkets? Pupils can also use the links provided to help them research crop and animal production from the different farms in the UK- Using the map pupils can work out the scale – distances in miles/km, then work out the time it would take to transport/deliver the produce to its destination, including counties/countries travelled through. The lesson gives pupils opportunities to research using the world wide web and ways of how they will present their findings from their research.

This lesson is designed for upper KS2 This lesson will give pupils an understanding of the concept of varying food prices across the supermarkets. As well as opportunities for research and give an explanation of varying food prices across the UK and world. When we do our food shopping, do you look at the prices between supermarkets on certain produce? Today’s lesson involves thinking about Q. Why does the cost of fruit and vegetables vary so much between the supermarkets? Many food produce, especially fruit and vegetables are imported from around the world. Q. How does this impact and influence the shopper on food prices? As a nation are we set in our ways in only buying from one supermarket, or only buying brand name produce? A research lesson where children will evaluate their findings, putting the data collected into a graph and writing an explanation of what has been found out.

This lesson has been created for upper KS2 This lesson has a scientific aspect, giving pupils a chance to understand and research what foods are consumed in the world and how they are consumed. What foods are produced for the fast food industry and how does overconsumption of certain foods increase obesity in the world? Pupils will have opportunities to research areas of the world where there is an obesity crisis; also by watching a bbc clip/you tube clip –‘The men who made us fat’. Will allow pupils to think about the foods we eat, seeing fast food restaurants everywhere, and advertisements. By researching the crops that are grown and farmed in the world have a huge impact on world population and world obesity.

This lesson has been written for upper KS2. Food distribution can be affected by unfair food distribution, war, environmental disaster and climate conditions affect the lives of millions around the world. ‘Does war cause hunger?’ As Mercy Corp state ‘being hungry means more than just missing a meal. It’s a debilitating crisis that has more than 820 million people in its grip. Hunger is a perilous cycle that passes from one generation to the next: Families who struggle with chronic hunger and malnutrition consistently go without the nutrients their minds and bodies need, which then prevents them from being able to work, go to school, or improve their lives.’ Pupils will look into and discuss what things children in conflicted areas need each day for their survival. As well as locating war and conflicts around the world and how environmental disasters affect agriculture and crop production, answering the question does climate change have an impact

This lesson is for upper KS2 The lesson can be linked with the PSHE lesson - What does Fair trade mean to you? where pupils will learn all about Atlantic Trade Routes and to be able to explain the impact of exploration on the way we live today. By the end of the lesson pupils would be able to identify explorers who discovered trade routes and food from around the world; successfully explain how our lives today have been influenced from explorers discoveries. Finally able to explain the benefits of why specific food produce are fair trade. Learning objective - To explain the impact of exploration on the way we live today. By the end of the lesson pupils would have successfully learnt to identify explorers who discovered trade routes and food from around the world. To explain how our lives today have been influenced from explorers discoveries and the benefits of why specific food produce are fair trade.

This lesson is suitable for upper KS2 Giving opportunities to understand and make connections about how farmers and farming life has developed over time and finding out what you know about Early Man. Questions to think about and ask the class: Q. How have early civilizations changed socially over time? Q. What cultural changes have occurred over this time frame? After watching a selection of clips about early civilizations pupils can think about how farming has changed over the centuries producing a time line of key events. Are farmers better or worse off today than in the past?

This lesson about the digestive system follows on from ‘How the digestive system works’ Giving opportunities for pupils to explore questions that help to give an understanding of the functions of the digestive system and to use stem sentences to answer in detail how the digestive system works. Reinforce learning parts of the digestive system and placing them correctly in the body is one activity. It has been written aimed for upper ks2 answering questions. asking for pupils to give explanations using stem sentences. The power point presentation is a lesson plan and teaching resource for the lesson.

This science lesson has been written to follow on from ‘nutrients found in water’. part one that expands the children’s knowledge in how water is used within the body and the function of the muscles when there isn’t enough water in the body. This lesson has been written primarily for KS 3, however can be taught to upper ks 2 to advanced pupils who have a in depth knowledge of the human body.

This lesson about the digestive system is an advanced lesson carried on from The digestive system part 1 and part 2 for Ks 2 children. It has been written aimed for lower ks3 answering questions, giving explanations using stem sentences. The power point presentation is a lesson plan and teaching resource for the lesson.

This lesson is an informative lesson with many facts about the skeletal system and its role in supporting the major organs in the body. Giving opportunities for pupils to ask specific and indepth questions using stem sentences in their answering. The learning objectives for this lesson is to ask own questions about the scientific phenomena of the skeletal system and to name and describe the functions of the skeletal system. The lesson is suitable for upper ks2 and year 7 and year 8 in ks3. Grades 7-8 Lesson file includes a lesson plan and ppp

These three lessons are suitable for upper KS2. Included in these three lessons are lesson plans, and two PPP , resources and weblinks including an opportunity for Children to interview a local farmer as well as watch the BBC programme – Jimmy’s Farm Heroes 2008 (1 hour in length), making notes about what is affecting today’s farmers the most. Children in Lesson 1 will compose questions to ask a farmer and interpret his/her answers In Lesson 2 children will understand the link between land use and economic activity.(Summary of Farmers interview is Lesson 2) This time allows children to summarize questions asked to a local farmer or from the video watched in part 2 of lesson one. By the end of lesson 1 children will be able to ask open ended questions. Interpret information from different sources and evaluate, from interviewing, that there are physical and human characteristics that affect farming. By the end of lesson 2 children will successfully identify land use; Identify the effect of land use on economic activity. As well as identify the distribution of food from its origin. Included is a photo of some notes the class teacher took when interviewing a local Cornish Farmer. Lesson three - Farm to Fork This lesson follows on from Farming in the UK interviewing local farmers; giving opportunities for researching different types of farming, expressing views and opinions on farming and how food ends up on our plates. Answering questions: do you know where our food comes from? As a nation should we be supporting our local farmers? There are links to a number of numeracy lessons on how far food travels from farms to end up on the supermarket shelves. Websites provide information on locations of locally sourced food products, and who these farmers sell their produce to. It is not just dairy, rearing animals, crop growing; fishermen are also farmers, catching fish to sell at markets and restaurants. This lesson provides opportunities for discussion on farming life and the produce that is sold to supermarkets and other sources for profit.

An interesting and interactive based unit of work planned for upper key stage two. This unit of work is a six week block that gives pupils opportunities to research about the different religions and the food they are allowed to eat. The following objectives are laid out below week by week. W 1 To Research foods that are forbidden and permitted from different religions from around the world. W 2 Understand through research different cultures have different celebrations and dietary requirements W 3 Research a religion and continue researching about its culture and celebrations W 4 To study in further detail a religion continuing research about its culture and celebrations. W 5 To design a menu for the religion already research selecting food that can be eaten for that religion. Identify the foods that are excluded from their diet from previous research. W 6 To explain what the religious beliefs are. To give an oral account of the religion researched, the festivals, celebrations and the menus designed.

This unit of work is a great talk4writing non chronological report text to learning all about the Romans. Week one KS2 yr3-yr 5 as taught in a mixed year group class. The initial introductory text is based on the Celts in preparation for writing a non chronological write about the Romans. Week one is to learn all about the Celtic way of life text through the story map and answer questions about the text. The three following weeks can be purchased separately or as a block unit. Included in the week one NCR The story map is attached in this week one package, Reading comprehension Celtic report highlighting the grammar features Week two is to change the Celtic Britain report text to writing about the Roman Army and their way of life. Information used about the Roman army is sourced Grammar exercises are also sourced Week three is to plan and prepare own independent writing about as aspect of Roman life. Box up plan Week four is to complete independent writing. Box up plan revised grammar key ingredients for writing an effective report

KS2 Yr5-Yr6 English – Why we should eat a balanced diet – A Balanced Argument This block of lesson gives pupils an opportunity to revise what a balanced argument is, revising vocabulary and key features of writing a balanced argument. There is a prequel lesson where pupils can have a class/ group debate on different questions about Junk food. Following this lesson there are five lessons that will give pupils ideas to plan, write and edit their own balanced arguments on Why we should eat a balanced dirt. Ideas for writing their own arguments could come from the prequal lesson questions pupils debated about as well.

These three lessons are for upper KS2 Involving solving problems involving the calculation and conversion of units of measure. Pupils will apply skills in converting between miles and kilometres. As well as working out the time it takes on the high seas and distance in miles to reach a location in the UK or around the world. Applying knowledge is using the time, distance speed equation to all modes of transport – air, sail boat/sea & road. Then choosing a fair trade product and the distance, speed & time it would take to reach a supermarket In lesson two and three, pupils will choose a famous explorer and explore the routes they sailed and produce they brought back to Europe and the UK. There are a number of weblinks that pupils can use to research Explorers and the routes they traveled. These lessons are linked to History - Atlantic Trade Routes and PSHE- What does fair trade mean to you?

This unit of work is suitable for upper KS2. The learning in these five lessons gives pupils opportunities to identify the features of note taking on a health topic for a news article and write own newspaper reports; understand the concepts of journalism and how to take notes as reporters by planning a news article using key language and structure layout for own news paper report. This unit of work follows on from ‘What’s in the News’ Lesson one begins with scanning and skim reading an article to take notes which leads on to skills activities in subordinate clause at the beginning at the end of sentences, embedded clauses., Semi-colon separating two main clause, simple sentences and rhetorical question in a news article. By the end of the week pupils will use their scan and skim reading skills to take their own notes before composing a newspaper article on food, nutrition or health successfully using all criteria from the class checklist and use editing skills to produce a final news article. This unit of work can be purchased as a bundle.