LESSON PLAN
Objectives
- To be able to describe the importance of wheat to the UK
- To understand the economic importance of wheat to the community and the
direct and indirect employment opportunities associated with it
- To present information on an assigned topic related to the farming
business
- (To consider the role of the government in the farming industry)
- To develop presentation skills (written, oral and mathematical)
- To practise extracting information from data
- To develop individual and group working skills.
Curriculum relevance
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Duration
Single lesson, 50 minutes to 1 hour.
Resources
Starter activity
Students brainstorm and create a spider diagram of the following.
- Wheat: what is it?
- Wheat: what is it used for?
- Wheat: how would the UK be different without it?
They should use the data from AS 'Wheat in the UK' to determine where wheat
is grown in the UK. Then carry out a brainstorm (as a class or in groups) to
answer: Who makes a living from the wheat grown in the UK?
Draw a concept map showing the interrelationships of all those who earn their
living from wheat-related activity (e.g. farmers, millers, bakers, retailers,
wholesalers, traders, transporters etc.).
Main activity
Use IP 'The wheat business' and IP 'Wheat farming and sustainable
development' with students. Organise the class into six groups, with each group
studying and preparing an exhibition display on one of the following subjects.
- Group 1: What are barley, oats, maize and rice used for? (Illustrated
exhibit, which will require internet or library research)
- Group 2: Wheat – farming issues (Concept map)
- Group 3: Farming and the economy (Use with a more able group; web page
or newspaper layout of main issues)
- Group 4: Using the land (Present results graphically as block chart or
pie chart)
- Group 5: Sustainable development (Illustrated spider diagram of issues)
- Group 6: Looking after the environment (Could include research into IFM
(integrated farm management) and/or organic farming; illustrated exhibit
which will require internet or library research)
Plenary
The class looks at the class exhibition. Each group is questioned by the
class to clarify issues.
If time allows, hold a class discussion: Britain’s farming industry is in
decline. Does this matter? Should the government intervene and, if so, what
should they do?
Homework or extension ideas
Students should write a letter to the government minister responsible for
farming, or to the National Farmers' Union, expressing their concern about the
decline of farming and their support for sustainable farming in the UK.
Important notes
The small group research and exhibition preparation exercise may require
teachers to consider the skills and learning style preferences of members of the
class. The exhibition could provide a useful resource for display in the school.
