Cambridge Primary

Cambridge Global PerspectivesTM Challenge – Stage 1

Skills focus: Analysis – Fun with fruits

Topic: Water, food and farming

By the end of this Challenge, learners will have developed their analytical skills by talking about where
fruits come from, how they get to our shops, how to keep them fresh, and changes you can make to fruits,
for example by cooking and freezing. They will use simple problem-solving strategies to plan and carry out
an investigation into keeping fruits fresh. They will also begin to make and describe graphic organisers
showing sweet- and sour-tasting fruits.

Learning objectives

Analysis

1A.01 Say something known about an issue.

1A.02 Talk about information recorded in pictograms or graphic organisers.

1A.04 Choose a possible solution to an issue from a range of actions given.

Success criteria

Success criteria help you and your learners know when a learning objective has been achieved. You
can find guidance about using success criteria in the Cambridge Primary Global Perspectives Teacher
Guide.
Here are some examples of success criteria:
• Learners use their senses to describe experiences of primary sources.
• Learners demonstrate understanding by their use of appropriate vocabulary relating to the task or
the sources they are describing.
• Learners give priority to evidence when responding to questions.
• Learners can explain in their own words what graphic organisers represent, following assisted
interpretation of the data by the teacher.
• Learners start to articulate their reasons for choices in their own words, and connect explanations to
scientific vocabulary and knowledge gained during the Challenge.

Cambridge Primary Global Perspectives Challenge – Stage 1 1

 Personal Local Global

Activities (sequence)

Note: Before starting this Challenge, teachers should check for any food allergies in their class and
adjust food used as necessary. Make sure that there is enough adult support for any activity which
involves preparing and cooking food.

What fruits do you know? Where do they come from?

Bring in different types of fruit and have lots of pictures of fruits. Include a mix of
everyday fruits and those that learners may never have seen. If possible, include fruits which are grown
locally or in your country, fruits which come from other countries and fruits which are out of season in
your country. Ask learners:
• Do you know what this fruit is called? Introduce any names which are new to learners.
• Have you ever eaten one?
• Do you like it?
• Where does this fruit come from?
• Do you know if any of these fruits grow in our country?
Sort the fruits with learners and show them which can be grown in your country, and which come from
further away. Look at a world map and find the places where some of the fruits have come from. Stick
pictures of fruits on the map to show their origin. Ask:
• How do you think this fruit got here?
• Why is it that we can buy strawberries in winter when they only grow in the summer? (or another
context-appropriate question)
Find a video clip on online video sharing websites about how a particular type of fruit is grown and sent
to shops around the world and watch with learners.
Watch a second time and pause at key moments to check that learners have understood what is
happening.
Afterwards, talk about how far some of our fruits might travel; how many people help to make sure we
can buy fruits when we want them; which other fruits they think travel a long way to get to us.

What fruits are there in your local supermarket/shop/market?

Arrange to take learners on a trip to a local supermarket, shop or market. Look for fruits – fresh,
dried, tinned and frozen. Find out where they were grown.
Learners make a list and take photographs of the fruits they see. Ask:
• How many of these fruits do you eat?
• Do you know where they come from?
In school, ask learners to tell everyone something they found. Add more fruits to the map. Find and
watch another video about how fruits are grown and how they get to places where people can buy
them.

Cambridge Primary Global Perspectives Challenge – Stage 1 2

 Activities (sequence)

Do fruits taste sweet or sour?

Make sure there are about eight different fruits for learners to try, with a range of sweet and sour
flavours, for example sweet berries, sour lemon, kiwi which can be sweet and sour. Try to include fruits
which are new to learners and fresh and dried fruits to compare (such as raisins and grapes). Learners
first predict if they think the fruit will be sweet or sour and then try a small piece. They record their
findings on a diagram block graph (or similar graphic organiser). Afterwards ask learners:
• Which fruit did you think was sweet/sour?
• Did everyone think the same thing? Why?
• Are dried fruits sweeter than fresh? Why is that?
As an opportunity to expand the activity, you can add more features to observe and record, e.g. colour,
flavour, texture.

How can you keep fruits fresh?

Prepare a problem for learners to solve, for example:

• How can you keep fruits fresh?
- Bring in some fruits which has begun to go mouldy and explain that this has happened before
you were able to eat it.
- Ask learners: Can you think of any ways you can make sure the rest of my fruits stay fresh?
Allow learners to lead the discussion and think of ideas to try (if necessary, give them some
choices such as: put them in the fridge/freezer; leave them by the window; leave some of the
fruits peeled and some with the peel on; put them in the sun; wrap them up; cook them). If there
is enough adult support, do this in groups rather than as a whole class.
- Learners set up their investigation and think of ways to record their findings. Ask: What are you
going to do? How can you keep a record of what happens?
- Learners present what they have found out and give some simple explanations.
• How can you stop apple pieces from going brown?
- Explain to learners that you want to make a fruit salad, but the apple keeps going brown.
- Ask learners: Can you think of anything that might stop the apple from going brown? Is there
anything you can do to it? Let learners lead the discussion, in groups if there is adult support
available.
- Learners plan an investigation and try out their ideas to see if they can stop the apple going
brown. You may need to help learners with ideas such as: put the apple pieces into water; wrap
them up; put them in the fridge/freezer; cook them; coat them with something (e.g. lemon juice,
sugar, flour).
- Learners record what they see and then present their findings to the class, giving a simple
explanation if they can.
To support the investigation, give learners an investigation plan to follow (Learner Resource – Fun with
fruits L1.1). If learners are working in groups with an adult, the adult can write their ideas onto the plan.
Learners will need help to: think about how they record what they see; explain why things happened;
stay focused on the original question.
After the investigation, discuss with learners how farmers, shops and people use conventional ways to
preserve fruits, such as drying, canning and freezing.

Cambridge Primary Global Perspectives Challenge – Stage 1 3

 Activities (sequence)

Provide opportunities to share ideas on traditional ways to preserve fruit.

What changes can you make to fruits?

Choose from the list below. Give learners a chance to think about ‘changes’ they can make to
fruits by blending, heating or cooling. Ask questions such as:
• What happens when we freeze or heat things?
• What did you see?
• Can it return to how it was before? How?
Explore different ways of changing fruits. Learners describe what the fruit was like before and
afterwards. Possible changes include:
• Make a fruit smoothie. Ask: What happens when you blend the fruit? What does it look like now?
How does it taste compared to the whole fruit? Which fruits do you think will go best together?
• Make ice lollies by freezing smoothies. Ask: What happens when we freeze things? What will
happen when we take the ice lollies out of the freezer? How long will they take to melt? Can you
time it?
• Cook fruits: stew them in a pan; bake or roast in the oven; dry them out on a low heat in the oven.
Ask: Does this fruit taste the same when cooked? Does it look the same? What do you think has
happened?
• Make fruit muffins. Ask: Do you know what the muffin mix will look like after it has been cooked?
• Cover strawberries in a spoonful of sugar: cut up strawberries, mix with a spoonful of sugar and
watch as the water comes out of the strawberries. Explain that the sugar dissolves and makes
sweet syrup. Tell learners this is also a way of preserving the strawberries for a short while,
especially if they are kept in the fridge.

Cambridge Primary Global Perspectives Challenge – Stage 1 4

 Challenge resources

Provided by Cambridge

Learner Resource – Fun with fruits L1.1

Other resources

Different types of fruit: everyday and unusual; sweet and sour; mouldy
Pictures of different fruits
World map
Arrangements (such as having extra adults) for a visit to a local shop or market
Cameras
Equipment (for cooking, freezing and similar), extra adult supervision to support investigation into how to
keep fruit fresh, and when making changes to fruit

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Cambridge Primary Global Perspectives Challenge – Stage 1 5