2 - Geobar Journeys
In this lesson the children research different producer groups and then write a story about an imaginary visit they have made to one of them.
N.B. This activity could be delivered after 1. World Fairtrade Market, using the same producer stories.
Instead of writing about going on a journey themselves some classes may prefer to create a Geobar character that travels to the various producer countries.
This lesson plan links to Curriculum aims and programmes of study in English, Geography and Computing, and to non-statutory programmes of study in PSHE and Citizenship.
To write a story.
Pupils have written a story about a journey they have taken to meet one of the Fairtrade producers they have researched.
A Geobar, atlases, library and internet.
Download documents in Welsh:
Show the class one of Traidcraft’s Geobars and ask them if they know or can guess the Fairtrade ingredients within it (not all ingredients can be certified Fairtrade at present, the ones that are are denoted by a star next to them on the ingredients list at the back). Explain that there are a whole range of flavours. The Fairtrade ingredients which the class will be focusing on are sugar, raisins, honey, dried blueberries and rice. Use the Traidcraft Map to identify what countries they come from.
Split the class into 4 groups, representing the different producer countries of Malawi, South Africa, Chile and India. Pupils use country profiles, the library, computers etc. to find out 5 facts about their countries (e.g. where they are, whether there is a lot of countryside, what the capital cities are etc.)
Then distribute the producer stories for each country:
Malawi: Alfred Butao, Brian Namata (Kasinthula Cane Growers).
South Africa: Elizabeth Mentoor, Don van Wyk (Eksteenskuil Agricultural Co-operative).
Chile: Chino Henriques, Celia Gonzalez (Apicoop).
India: Dharam Pal, Bhahdur Singh (Agrocel).
In their groups pupils:
(a) Skim their stories for gist and the overall impression and discuss with their group.
(b) Decide what the main points of each producer story are.
(c) Identify words which are associated with reason, persuasion, argument, explanation and description (as appropriate).
(d) Summarise each story in their own words.
Pupils are placed in new groups of 4 which contain a representative from each of the previous country groups. Using their summaries the pupils explain what each producer said about their lives and the difference Fairtrade has made.
Either individually or in groups pupils write a story of a journey they take to meet the Traidcraft producers, describing what they see in each country. Lower ability groups could use a story board for this and if there is time, pupils may also enjoy miming travelling on different modes of transport first and then saying how they feel at each stage to help create an image in their minds.
Write 3-5 statements related to the content of the lesson e.g. Fairtrade is important because some money from each product sold is given back to producers in the developing world. Draw/mark a line in the classroom or playground. One end of the line is the “totally agree” end, the opposite end is the “absolutely disagree” end. The middle of the line is a neutral area. Ask students to stand at a place on the line which represents how they feel about each statement. This could also be carried out at the beginning and end of the activity to see whether students' attitudes have altered.