2 - The Pasta Process
In this lesson students explore the process of growing quinoa and how it becomes pasta.
N.B. This activity links to the geography and science lessons (lessons 4 and 7) and would work best if carried out first. It can also be split into a series of lessons if necessary.
This lesson plan links to Curriculum aims and programmes of study in English, Science and Geography, and to non-statutory programmes of study in PSHE and Citizenship.
To write a commentary or draw a flow chart.
Students have drawn a flow chart or written a commentary about the pasta process.
Bag of Fairtrade pasta, post-its.
Show the class the Fairtrade pasta. Ask them if they know what it’s made of and how it is made. Where do they think quinoa can be grown? What conditions might it need?
Split the class into groups and give each group a photo which represents a part of the cultivation process. Each group decides:
• What is happening in the photo or what it is a picture of.
• What part of the process of growing quinoa it represents.
Groups feed back their ideas to the class. Working together, the class decides on the chronological process of making pasta. When they have finished, use the teachers' notes to discuss the pictures.
Pupils write a commentary of the pasta process. Younger children or less able groups could use a comic strip or a flow chart to draw the pasta process after putting the photos in the correct order.
After the class have completed their commentaries/comic strips/flow charts, discuss what they have learnt about the difficulties of growing quinoa, and how these may impact on farmers and their families.
• A harsh climate and the high altitude of the Andes mean that quinoa is one of the only crops which can be grown in these rural areas.
• Many people are forced to migrate to urban areas in search of work if they cannot fetch a good price for their quinoa.
Ask them how Fairtrade can support quinoa farmers?
• Fairtrade ensures that all farmers receive a fair minimum price for their produce.
• The Fairtrade premium is spent on improving farming methods, providing equipment and supporting the local community.
• Fairtrade provides more jobs meaning that people do not have to leave their homes.
Pupils write an additional paragraph on their commentaries explaining the benefits of Fairtrade to communities such as those Anapqui works with.
Using post-its pupils write down one thing which they have learnt during the lesson.
Some groups may want to continue the activity by writing an interview with a quinoa farmer which explains his work, and the effects of Fairtrade.