Lesson+3

Photo: [|www.junkfoodnews.net/ Dominos-Brooklyn-Pizza.htm] This lesson looks at how far the ingredients for a pizza have traveled from their source to the pantry. The lesson starts with a group discussion on where different foods that we eat come from before they arrive in the supermarket. What foods do we eat that are grown locally? In Victoria? In Australia? And how many of our foods come from overseas? How do our foods travel to us? What is the environmental impact of buying imported foods? There are two activities to the lesson, so the class is divided into two groups, the chefs and the shoppers. The chefs (in pairs) have to decide on the toppings for their pizzas and after cutting a base from the template, colour in the pizza sauce (it will be home made or ready prepared, it's up to the students). They then have to choose four toppings, cut them out from the toppings sheet and add them to the base. Voila! A pizza! The shoppers (also in pairs) have to purchase their ingredients and calculate the distance they have travelled. They also have to decide whether to make their sauce from scratch or to use ready-made sauce and select four toppings. They will use the website [] to calculate the distances. Half way through the lesson the two groups will swap over and change roles. At the end of the lesson, the students will gther together and discuss their findings. Who has the most travelled pizza? What would the impact of this on the environment? How can we reduce the number of kilometers our food has travelled. How could we produce more locally grown food? The students are encouraged to stick their pizzas on a piece of coloured paper and write the number of Kms their food has travelled:

By the end of the lesson students should be able to understand the meaning of the phrase: Think globally; act locally.

The lesson plan and additional documentation can be found by clicking on the link: