EAL Resource: Teaching Notes

RESOURCE MANAGEMENT – FOOD (PART 2)

KEY STAGE(S): 3-4 SUBJECT/CURRICULUM AREA(S): Geography

TOPIC: Resource management - LANGUAGE LEVEL: Developing competence -
food Fluent

RESOURCE CONTENTS

• Food supply barrier game;

• Food insecurity fishbone diagram & mind map.

LEARNING OBJECTIVES

• To understand factors that affect food supply;

• To understand how issues with food supply can contribute to food insecurity;
• To understand the effect of food insecurity.

Language functions Useful Language

Explaining / describing Farmers need water to grow crops.

New technology helps farmers to grow crops.
HICs use pesticides to stop pests eating all the crops.

Asking for information Can you tell me about how (climate change) affects food
supply?
How does (poverty) affect food supply?
What is one factor relating to (water) that affects food
supply?

Asking for clarification How do you spell that?

Can you repeat the question please?
Can you say that again, please?

Vocabulary
nouns: yield, (food) shortage, hunger, pest, pesticide, crop, drought, flood, temperature,
conflict, tractor, (soil) erosion, HIC (High Income Country), LIC (Low Income Country),
irrigation, riot, soil
verbs: increase, decrease, reduce, harvest, (can / can’t) afford something
adjectives: undernourished

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EAL Resource: Teaching Notes

PREPARATION

• Food supply barrier game:

o Print one student A and one student B barrier game worksheet per pair of
learners. Use the relevant version of the barrier game:
▪ Version 1 is suitable for learners working at bands D – E.
▪ Version 2 is suitable for learners working at bands C – D.
▪ Version 3 is suitable for learners working at band C.
o Print one ‘what affects food supply’ table per learner.
o Print one answer sheet for the relevant version of the barrier game (version
1, 2 or 3) per learner.
o Print one ‘useful phrases’ handout per learner – note that there are two
versions:
▪ Version 1 is suitable for learners working at bands C – D.
▪ Version 2 is suitable for learners working at band C.
Note: the food supply barrier game activities have been designed to be printed on A3
paper.
• Food insecurity fishbone diagram & mind map:
o Print one copy of the fishbone diagram and suggested answers per learner.
o Print one copy of the relevant version of the mind map:
▪ Mind map 1 is suitable for learners working at bands D – E.
▪ Mind map 2 is suitable for learners working at bands C – D.
o Print one copy of the mind map suggested answers per learner.

Note: This resource is part of a pack of three resources on food management. This is Part
2 of 3. Part 1 supports learners with key vocabulary that is used in this resource. It’s
recommended that the vocabulary activities from part 1 are used to prepare learners for
the activities used in this resource.

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EAL Resource: Teaching Notes

IDEAS FOR USING THIS RESOURCE

Food supply barrier game

Why is this activity useful for multilingual learners?

Barrier games are communicative activities for two or more learners, where Learner A has
information that Learner B needs, and vice versa. Barrier games are an excellent way of
reinforcing newly-acquired language and giving the learner an opportunity to practise
subject-specific target language in a real context. They are motivating and provide a sense
of achievement.
How can you set up this activity?
Select the version that you want to use.
• Version 1 for learners at bands D – E.
• Version 2 for learners at bands C – D.
• Version 3 for learners at band C.
Ask learners to work in pairs.
Give each learner a worksheet (one student should look at Student A worksheet, and the
other should look at student B worksheet).
Give each learner a copy of the ‘What affects food supply’ table, and the relevant useful
phrases.
How to carry out this activity in steps:
1. Tell the learners to look at the ‘what affects food supply’ table, and to look at their
worksheet. Explain that they are not allowed to show their worksheet to their partner.
2. Tell the learners to look at the statements on their worksheet and decide which
statements go under which box in the table. They should write the number in the table.
3. Hand out the answers so that learners can check. Note that learners will have different
answers (student A’s answers will be different to student B’s answers).
4. Then tell Student A and B that they need to complete the rest of the table by asking
each other for information to complete the three remaining boxes in the table, e.g.
student A would ask student B ‘Can you tell me about how water affects food supply?’.
Student B then reads out the statements on their worksheet about water. Student A
makes a note of the key information in their own table under the ‘water’ column. Then
students swap and continue until they each have a complete table.
5. Learners can use the useful phrases to support them in asking questions and asking
for clarification.
6. You might want to ask learners at the end to swap answer sheets so they can check
their own notes and see if there is any information missing.

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EAL Resource: Teaching Notes

ADAPTATIONS FOR SUPPORT AND CHALLENGE

Support

• It is helpful to give instructions for the barrier game one at a time, as they are
needed, rather than altogether at the start. This helps to ensure that the
instructions are digestible and that learners don’t get overwhelmed with
information.
• Pair a band C learner with a learner working at band D or E, so that learners who
are more proficient in English can provide good language models and support less
proficient learners.
• Introduce learners to the key vocabulary from Part 1 of this resource pack before
using the barrier game activity. This will help them to access and understand the
content more easily.
• Allow learners to refer to a bilingual glossary (see Part 1) or a bilingual dictionary if
they wish.
• Pair learner A with another learner A, and learner B with another learner B and ask
them to work collaboratively to complete the table before creating new pairs of As
and Bs for the information exchange part of the task.
• You may also want learners to work in pairs in the barrier game, for example, have
two learner As work with two learner Bs. If you do this, make sure that learners in
these groups are mixed proficiency so that the stronger ones can support with
language and provide useful language models.

Challenge

• Give learners the ‘what affects food supply’ table without any of the worksheets.
Ask them to look at the headings and examples and see if they can come up with
other ideas. Allow them to use any language at their disposal.

Fishbone diagram

Why is this activity useful for multilingual learners?

A fishbone diagram is a kind of graphic organiser. Graphic organisers are useful because
they break down information that would otherwise be presented in a dense text-heavy
format, into a more accessible format. They keep the cognitive challenge high, whilst
keeping language accessible. A fishbone diagram is a way of visually showing how
different factors contribute to an occurrence, event or state.
How can you set up this activity?
Use the fishbone diagram to review/consolidate learning from the previous activity.
Give each learner a fishbone diagram and have a suggested answer sheet printed to give
out if you wish, otherwise you may want to display it on the board.
How to carry out this activity in steps:
1. Give learners the fishbone diagram, which has different headings on.

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EAL Resource: Teaching Notes

2. Tell learners to look at the headings of the different aspects relating to food supply that
can contribute to food insecurity.
3. Ask learners to complete the boxes with bullet points with key words or notes that
relate to each subcategory. For example, one note that would go into the box under
‘climate change’ would be ‘drought’. Do an example first to show learners how the
diagram works.
4. Use the suggested answer sheet to provide feedback. You may want to give learners
a copy of this to review later.

ADAPTATIONS FOR SUPPORT AND CHALLENGE

Support

• Ask learners to work collaboratively to complete this in pairs.

• Allow learners to use any language they know to discuss and make notes.
• Provide some key words on the side in case learners need further prompts.
• Allow learners to use the worksheets from the barrier game discussion to make
their notes.

Challenge

• Challenge learners to make their notes here without referring back to the barrier
game text.

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EAL Resource: Teaching Notes

Mind map

Why is this activity useful for multilingual learners?

A mind map is a type of graphic organiser. Graphic organisers are useful because they
break down information that would otherwise be presented in a dense text-heavy format,
into a more accessible format. They keep the cognitive challenge high, whilst keeping
language accessible.
How can you set up this activity?
Give each learner the relevant copy of the mind map, either mind map 1 (for learners at
bands D – E) or mind map 2 (for learners at band C).

How to carry out this activity in steps:

For learners at bands D – E:
• Put learners in pairs.
• Ask learners to look at the mind map, and think about the question in the middle,
‘What are the impacts of food insecurity?’
• Tell learners to talk together and make notes in the boxes.
• Give them the answer sheet to check and ask them to talk about any similarities or
differences between their own thoughts and the suggested answers.
For learners at band C:
• Put learners in pairs.
• Ask learners to look at the mind map and draw their attention to the question in the
middle.
• Explain that the boxes around the edge contain different impacts of food insecurity.
• Tell learners to read the information in the boxes and to look at the headings. They
should write the headings in the correct box.

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EAL Resource: Teaching Notes

ADAPTATIONS FOR SUPPORT AND CHALLENGE

Support

• Allow learners to use any languages they know to discuss the question and make
notes.
• You may want to allow learners to make use of bilingual dictionaries and to refer
back to any resources to support with vocabulary (e.g. if you used the bilingual
dictionary from Part 1, you could tell them to refer to this if they wanted to).
• Pair more proficient learners with learners at band B / C to support with English.
• For learners with the blank mind map, if they are struggling to come up with ideas,
you might want to give them the headings as prompts.

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The Bell Foundation: EAL Resources

Resource management – food (part 2)

Food supply barrier game

Subject(s): Geography

Key Stage: KS3

Topic: Resource management - food

The Bell Foundation – Teaching Resources and Guidance bell-foundation.org.uk

 What affects food supply?
Climate Pests and diseases Poverty
• Droughts and floods can destroy crops. • Some pests (e.g. rats, mice, locusts, slugs) • Some people can’t buy food because they
eat crops. don’t have any money.

Water Technology Conflict

• Farmers need water to grow crops and feed • New technology helps farmers to grow crops. • During war, many farmers must fight.
animals. This means that they must leave the farm
land.
 Student A (version 1)
Look at the statements below. Match each statement to one of the categories in the table:

• Climate
• Pests and diseases
• Poverty

1. Global warming causes the temperature to change.

2. Some diseases affect animals on farms. For example, bird flu can kill many chickens.

3. People need to eat food to live and be healthy.

4. Rainfall is increasing in some places but decreasing in other places. It is difficult to know how much rain there will be.

5. If people can’t buy food, they become very weak and undernourished.

6. HICs use pesticides to stop pests eating the crops.

7. Less rain and higher temperatures make it difficult to farm.

8. Undernourished people can have many health problems.

9. Pesticides are expensive.

10. LICs cannot always afford pesticides. This reduces their yield.
 Student B (version 1)
Look at the statements below. Match each statement to one of the categories in the table:

• Water
• Technology
• Conflict
1. Sometimes there is not enough water. This is called water stress.

2. Irrigation is a type of technology. It helps move water from rivers to farms.

3. Pesticides are a type of technology. They help to kill pests, like mice.

4. Food shortages can cause fighting.

5. Irrigation can help water crops.

6. Fertilisers are a type of chemical. They make the soil better for growing crops.

7. Irrigation is useful for countries with low rainfall.

8. Irrigation systems are expensive.

9. Machines (e.g. tractors) help to plant seeds and harvest crops.

10. Modern technology can be expensive.

11. Irrigation takes water from rivers and transports the water to the crops.

12. LICs cannot always afford irrigation.

13. LICs cannot always afford modern technology.

14. During war, the enemy can destroy food and farms, to make people hungry.

15. During war, many farmers and their families must leave the farms because it is
 Student A (version 2)
Look at the statements below. Match each statement to one of the categories in the table:

• Climate
• Pests and diseases
• Poverty

1. If people can’t eat enough food, they get weak and sick.

2. Poorer countries (LICs) cannot always buy pesticides, so they grow less food.

3. It is hard to know how much rain will fall. This makes farming difficult.

4. Some diseases hurt farm animals. For example, bird flu can kill many chickens.

5. Less rain and higher temperatures make farming difficult.

6. Richer countries (HICs) use chemicals (pesticides) to stop pests eating crops.

7. People need food to live and be healthy.

8. Global warming makes temperatures change.

 Student B (version 2)
Look at the statements below. Match each statement to one of the categories in the table:

• Water
• Technology
• Conflict

1. Sometimes there is not enough water. This is called water stress.

2. For example:
a. Irrigation moves water to farms.
b. Pesticides kill pests (e.g. mice).
c. Machines (e.g. tractors) plant seeds and collect crops.
d. Fertilisers are a kind of chemical. They make soil better for growing crops.

3. Modern technology is expensive.

4. Irrigation can help water stress.

5. Poorer countries cannot always afford modern technology.

6. War causes farmers and their families to leave because it is not safe.

7. Irrigation takes water from rivers and moves it to the crops.

8. Enemies might destroy food and farms to make people hungry.

9. Irrigation systems are expensive to build. Some poorer countries (LICs) cannot build irrigation because it is expensive
 Answer sheet – A (version 1)
Climate Pests and diseases Poverty
• Droughts and floods can destroy crops. • Some pests (e.g. rats, mice, locusts, slugs) • Some people can’t buy food because they
eat crops. don’t have any money.
• Global warming causes the temperature to
• Some diseases affect animals on farms. • People need to eat food to live and be
change.
For example, bird flu can kill many chickens. healthy.
• Rainfall is increasing in some places but
• HICs use pesticides to stop pests eating the • If people can’t buy food, they become very
decreasing in other places. It is difficult to crops. weak and undernourished.
know how much rain there will be.
• Pesticides are expensive. • Undernourished people can have many
• Less rain and higher temperatures make it health problems.
difficult to farm. • LICs cannot always afford pesticides. This
reduces their yield.

Answer sheet – B (version 1)

Water Technology Conflict
• Farmers need water to grow crops and feed • New technology helps farmers to grow crops. • During war, many farmers must fight. This
animals. For example: means that they must leave the farm land.
o Pesticides are a type of technology.
• Sometimes there is not enough water.
They help to kill pests, like mice. • During war, many farmers and their families
This is called water stress.
o Irrigation is a type of technology. It must leave the farms because it is
• Irrigation can help water crops. helps move water from rivers to farms. dangerous.
o Machines (e.g. tractors) help to plant
• Irrigation takes water from rivers and seeds and harvest crops. • During war, the enemy can destroy food
transports the water to the crops. o Fertilisers are a type of chemical. They and farms, to make people hungry.
• Irrigation is useful for countries with low make the soil better for growing crops.
rainfall. • Modern technology can be expensive. • Food shortages can cause fighting.
• LICs cannot always afford modern
• Irrigation systems are expensive. technology.
• LICs cannot always afford irrigation.

Answer sheet – A (version 2)

 Climate Pests and diseases Poverty
• Droughts and floods destroy crops. • Some pests (e.g. rats, mice, locusts, slugs) • Some people can’t buy food because they
eat crops. don’t have any money.
• Global warming makes temperatures
• Some diseases hurt farm animals. • People need food to live and be healthy.
change.
For example, bird flu can kill many chickens.
• If people can’t eat enough food, they get
• It is hard to know how much rain will fall.
• Richer countries (HICs) use chemicals weak and sick.
This makes farming difficult.
(pesticides) to stop pests eating crops.
• Less rain and higher temperatures make
farming difficult. • Poorer countries (LICs) cannot always buy
pesticides, so they grow less food.

Answer sheet – B (version 2 and 3)

Water Technology War
• Farmers need water to grow crops and feed • New technology helps farmers to grow crops. • During war, many farmers must fight.
animals. This means that they must leave the farm.
For example:
• Sometimes there is not enough water. This • War causes farmers and their families to
is called water stress. o Irrigation moves water to farms. leave because it is not safe.
o Pesticides kill pests (e.g. mice).
• Irrigation can help water stress. o Machines (e.g. tractors) plant seeds and • Enemies might destroy food and farms to
collect crops. make people hungry.
• Irrigation takes water from rivers and moves o Fertilisers are a type of chemical. They
it to the crops. make soil better for growing crops.
• Modern technology is expensive.
• Irrigation systems are expensive to build.
Some poorer countries (LICs) cannot build • Poorer countries cannot always afford modern
irrigation because it is expensive. technology.
 What affects food supply? (version 3)
Read about things that affect food supply. Complete the table using the words in the box below.

Floods rain crops chickens pests x 2 food money water stress

farmers water farm families rivers systems people temperatures

Climate Pests and diseases Poverty

• Droughts and _______ destroy crops. • Some pests (e.g. rats, mice, locusts, slugs) eat • Some people can’t buy food because they
___________. don’t have any _________.
• Global warming makes _______________
• Some diseases hurt farm animals. • People need food to live and be healthy.
change.
For example, bird flu can kill many ________.
• If people can’t eat enough food, they get
• It is hard to know how much ______ will fall.
• Richer countries (HICs) use chemicals weak and sick.
This makes farming difficult.
(pesticides) to stop_________ eating crops.
• Less rain and higher temperatures make
farming difficult. • Poorer countries (LICs) cannot always buy
pesticides, so they grow less __________.

Water Technology War

• Farmers need water to grow crops and feed • New technology helps _______to grow crops. • During war, many farmers must fight.
animals. This means that they must leave the
For example: _________.
• Sometimes there is not enough water.
This is called __________ stress. o Irrigation moves __________ to farms. • War causes farmers and their
o Pesticides kill _________ (e.g. mice). _________to leave because it is not safe.
• Irrigation can help water stress. o Machines (e.g. tractors) plant seeds and
collect crops. • Enemies might destroy food and farms to
• Irrigation takes water from _______ and o Fertilisers are a type of chemical. They make ___________ hungry.
moves it to the crops. make soil better for growing crops.
• Modern technology is expensive.
• Irrigation systems are expensive to build.
Some poorer countries (LICs) cannot build • Poorer countries cannot always afford modern
irrigation _______ because they are technology.
expensive.
Useful phrases for asking about food supply.
version 1

climate change
Can you tell me about how Other useful questions:
pests and diseases affect
food supply? How do you spell that?
does poverty affects
How How do you spell ‘irrigation’?
do water
Can you repeat the question, please?
technology
What is one factor relating to that affects food supply? Can you say that again, please?
conflict

Useful phrases for asking about food supply.

version 2

climate change
Other useful questions:
does pests and diseases affect
How food supply? How do you spell that?
do poverty affects
How do you spell ‘irrigation’?
water
Can you repeat the question, please?
technology
What is one thing about that affects food supply? Can you say that again, please?
conflict
The Bell Foundation: EAL Resources

Resource management – food (part 2)

Fishbone diagram - factors that affect food insecurity

Subject(s): Geography

Key Stage: KS3

Topic: Resource management - food

The Bell Foundation – Teaching Resources and Guidance bell-foundation.org.uk

Fishbone diagram
Look at the headings of factors that contribute to food insecurity (climate change, pests and diseases, poverty, etc.).

Make notes in the boxes to help you remember the key information.

Climate change Pests and disease Poverty

• _______________ • _______________ • _______________

Suggested answers
• _______________ • _______________ • _______________
• _______________ • _______________ • _______________

Food insecurity

• _______________ • _______________ • _______________

• _______________ • _______________ • _______________
• _______________ • _______________ • _______________

Water supply Technology Conflict

Fishbone diagram: suggested answers

Climate change Pests and disease Poverty

- Droughts - Pests eat crops

- Floods - Farm animals get
- Rainfall (+/-) diseases
- Pesticides = expensive

Food insecurity

- Pesticides
- Irrigation
- Not enough water = - Machines - Farmers must leave
water stress - Fertiliser farm (danger or to fight)
- Irrigation = expensive - Enemy destroys farms
Technology = expensive

Water supply Technology Conflict

Mind map 1
Look at the mind map.
What are the impacts of food insecurity?
Discuss with a partner. Make notes in the boxes.

What is the impact of

food insecurity?
Mind map 2
Look at the impacts of food insecurity. Write the headings in the correct box:

Hunger

Rising prices

Riots _____________

Soil Erosion Millions of people can’t eat every year.

___________
______________
Farmers try to grow
more crops or increase What is the impact of When there is not much
animals for food (e.g. food insecurity? food, the price
chickens). increases.

This causes the soil to This makes it difficult

erode (or reduce). for people to buy.

Soil erosion makes _________________

farming difficult.
When there is not enough food,
people become hungry and angry.
This can cause riots.
Mind map: Suggested answers

Hunger

Millions of people can’t eat every

year.

Soil erosion
Rising prices
Farmers try to grow
more crops or increase What is the impact of When there is not much
animals for food (e.g. food insecurity? food, the price
chickens). increases.

This causes the soil to This makes it difficult

erode (or reduce). for people to buy.

Soil erosion makes

farming difficult.
Riots

When there is not enough food,

people become hungry and angry.
This can cause riots.