4 - Fairtrade Shopping Blitz
In this lesson the students explore whether it is possible and financially viable to shop Fairtrade.
N.B. An alternative to this format would be to write the 4 shopping lists and then test their cost on different supermarket sites.
This lesson plan links to Curriculum aims and/or programmes of study in Maths, ICT and PSHE.
To investigate whether it is possible and financially viable to shop Fairtrade
To consider the assumptions made about Fairtrade shopping and measure the accuracy of the results of the investigation before drawing conclusions backed up by findings.
Access to the internet, calculator.
(Based on Fizz, Buzz, Wheeze)
Start by talking about odd numbers, looking at odd numbers on number lines and hundred squares.
Now try and recite numbers up to a given target number, say 20.
Instead of saying an odd number the class has to say 'fair'.
So, for the above example… 'Fair, 2, Fair, 4,…'
If they reach the target number the class scores a point, if they are unsuccessful the teacher scores a point. (It may help to begin with to have number lines and hundred squares visible, and then remove them– making it harder, and making the students visualise number tracks in their heads.)
Try other multiples. For example, Fair on multiples of 5: 2 3 4 Fair 6 7 8 9 Fair
or backwards from 50: Fair 49 48 47 46 Fair 44 43…
Try other multiples, or other rules. For example Target 30, all numbers with a 2 in it say 'trade'.
Target 50, all multiples of 5 say 'fair', all multiples of 3 say 'trade'.
Any other combinations could be attempted
Ask the class how many of them eat Fairtrade products at home. Do their parents shop specifically for Fairtrade items? What are the main arguments for and against buying Fairtrade? (e.g. cost, better quality food, kinder to the environment, organic etc.)
Split the class into groups of 4 students. Each group writes the following shopping lists (number of items to be decided by teacher/class)
1. For a family of 4
2. For a couple in their twenties
3. For a single person in their thirties
4. For a group of 3 teenagers
In their groups students make predictions using the following prompts.
1. What percentage of each shopping list will people be able to buy Fairtrade?
2. What items do the group think they will be able to find Fairtrade alternatives for?
3. What will the difference in cost be between Fairtrade and non-Fairtrade items?
4. What will the difference in cost be between Fairtrade/ non-Fairtrade shopping?
5. Which consumers would be most likely to shop Fairtrade?
Each student in the group is allocated a list. Using 2 different online supermarket sites the students cost their shopping lists and works out the total amounts spent by each consumer.
1. Non-Fairtrade goods
2. Using all Fairtrade goods available
In their groups students compare their results and look at the predictions they made before the investigation. How many were correct?
6. What percentage of each shopping list could be bought fairly traded?
7. Identify patterns in the results e.g. similar items available Fairtrade, difference in cost between Fairtrade/non-Fairtrade.
8. Which supermarket sold cheaper Fairtrade goods?
9. Was there a reasonable selection of Fairtrade goods?
10. What was the difference in cost between Fairtrade / non-Fairtrade shopping?
11. Which consumers would be most likely to shop Fairtrade?
Class decides whether this investigation would convince people to buy Fairtrade or put them off.
Students have one minute to compose two sentences in their heads to explain what they have learnt and how they have learnt it, using the key words from the lesson.
Students use the data gathered in the investigation to write a letter to supermarkets asking them to stock more Fairtrade products.