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A fieldwork activity to investigate local supermarkets and sustainable shopping
Background
In the new 2008 KS3 Programme of Study, one of the Key Concepts relates to the study and understanding of sustainability, and it is also a core element of GCSE specifications. Students should develop an understanding of what sustainable development means, how the human and physical dimensions of the environment are interrelated, and how human actions, including their own, can influence environmental change. The role which supermarkets and shopping practices might play is a relevant, though-provoking and interesting angle for students to study through fieldwork.
In this module, students will compare at least two contrasting stores / supermarkets in their local area. They will investigate the stores / supermarkets themselves, and also examine consumer awareness of sustainable shopping by conducting questionnaires.
The study has been written so that it can be used at both KS3 and KS4. The resources are very flexible to allow individual schools to adapt them to suit the needs of their students and their local environment / available study sites. There are strong cross-curricular links with Citizenship and PSHE, and the investigation involves the use of numeracy skills.
The data collection resources have been designed with the intention of comparing 3 different supermarkets. If possible, try to visit 3 local supermarkets of the bigger chains. The Cooperative is a good one to compare to two others due to its ethical stance. (NB consent from the store manager at each location should be obtained)
Aims
To investigate and compare the sustainability of local supermarkets
To conduct questionnaires to investigate consumer awareness
To use the data collected to evaluate the demand for, and choose the most suitable location for an eco-store.
Objectives
Students work in small groups to collect data in each store / supermarket on;
Packaging of fruit and vegetables
Range of UK-grown fruit and vegetables sold
Range of recycled products sold
Range of eco-friendly products (e.g. Ecover) sold
Range of fair trade products sold
Checkout bags
Recycling facilities at the store
They also conduct questionnaires at each store / supermarket to investigate consumer awareness of sustainable shopping.
Format
Starter
Start to show students the PowerPoint presentation and ensure that they understand the term sustainable. You may wish to ask them if they can give examples of what the word might mean in relation to shopping or supermarkets.
Ask them to describe what they can see in the picture on the 3rd slide try to guide them towards noticing the packaging. Read them the starter resource story and show them the BBC news clip by clicking on the link on slide 4. Gain feedback of their reactions and ask them to try and list the items which they buy regularly which have excess packaging. Ask for some examples.
Continue with the presentation, and lead students from thinking about excess packaging to other ways in which supermarkets have a role to play in sustainability. Use the pictures on slide 6 to help them to think of ideas; the bags they use, air miles, fair trade products, energy use, recycling facilities and products, eco-friendly products.
Main
Go through the aims and information on the presentation. Give out the fieldwork booklets and go through the instructions on filling in the data tables. Students must fill in all 7 data tables for each store or supermarket they go to. There are different ways of organising the class to collect the data see the section below on differentiation / extension.
Students must also carry our questionnaires at each store or supermarket. Again, different resources have been provided to allow for differentiation or use by groups of different ages / abilities see the section below on differentiation / extension.
Follow-up
Show students the follow-up slides of the presentation. A follow-up resource has been provided to guide students through comparing and analysing the data they collected in each of the 7 tables.
The Eco-store resource guides students through examining and analysing the results from their questionnaires, and then using this data to decide whether there is a need or demand for a new Eco-store, and where this should be best located.
Suggestions for differentiation of follow-up activities are outlined below.
Differentiation / Extension
During the fieldwork the number of sites surveyed can be adapted to suit the ability of the pupils. Also, if there are time constraints, the class could be divided into three, and each different group could collect data at only one location. Data can then be shared back in the classroom.
The students can be organised so that not everyone needs to fill in all 7 data tables at each supermarket the data collection could be split so that different groups take responsibility for different data tables, and the data is then shared back in school.
With regard to the questionnaires a questionnaire resource has been provided with a ready made questionnaire, which could be used with less bale pupils. More able pupils could use the designing a questionnaire resource to design their own questionnaires. They could be shown the ready-made version as an example.
During the follow-up The follow-up resource gives guidance on drawing graphs, describing the findings, analysis and conclusion. The amount of support students need will depend on their ability. Less able students may need to be provided with graph or writing frames. More able students could write the study up as a formal investigation (an investigation write-up resource was provided with the Lichens and pollution study on this website).
The eco-store resource is flexible, and students can progress at their own pace through the tasks.
Debating extension activity The last few slides of the presentation introduce a debating activity, which can be used for higher ability or older groups. The idea is to get them thinking about some of the less obvious issues and questions behind sustainable shopping, and to make them realise that its not always straight forward. Some examples of these have been given, e.g. is it better to buy Fairtrade sugar from abroad or sugar from the UK? Yes arguments might be that it supports farmers from less developed countries, and that they get a better deal through Fairtrade. No arguments might be that we should be supporting our own producers, and that the air miles involved in importing the sugar from abroad are contributing to climate change.
There are different ways of running the debate. One method is broadly outlined on the final slide; students are organised into groups (3-4 per group) and given a topic (e.g. Sugar from home or away?) and a viewpoint (e.g. Support the UK producers or Fairtrade sugar from LEDC farmers). They should be given time to research their view and write a speech to outline their main points. A class debate can then be held, whereby each topic can be addressed by the two opposing and supporting groups through their speeches. They can be questioned by the other side, and a class vote could then be cast.
Embedding this fieldwork activity
This fieldwork activity could be run as part of a unit on sustainable development. Prior knowledge of how human activities can affect environmental conditions would be advantageous. Students will learn and practice important geographical skills; (designing and) carrying out questionnaires, collecting and recording specific data, and drawing comparisons and conclusions between different sets of data.
Adapting this activity for alternative sites
Due to the nature of the activity, suitable locations should be available reasonably close to most schools, although transport between sites is likely to be required. Any realistic and appropriate number of sites can be used, depending on the time available, the ability of the students and availability of staff.
Resources
PowerPoint presentation
Field work activity booklets
Questionnaire resources
Other resource sheets for starter and follow-up activities
Clip boards
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