fantastic activities and ideas for your teaching...

Fantastic activities and ideas for your teaching

CHOOSE

CHEESEGEOGRAPHY PACK

Fully curriculum-linked Geography teaching pack for Key Stage 2Supported by British dairy farmers through the Milk Development Council

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Contents

Curriculum matrix 2

Introduction 3

Section 1: Background information 4–7

Section 2: Geography activities 8–12

Section 3: Copy masters 13–26

Section 4: Glossary and useful websites 27 and back cover

Choose CheeseBritish Cheese Board Geography Pack for Key Stage 2

Authors: Roger Knill and John SmithConsultant: Rachel SparksPoster and illustrations: Fred PipesFirst Published 2004 by Magenta ProjectManagement Ltdwww.magentaonline.co.uk

ref: M04/065

AcknowledgementsWith grateful thanks to Mark Robertson,owner of the Northumberland CheeseCompanyThis pack has been produced by theBritish Cheese Board supported byBritish dairy farmers through the Milk Development Council.© British Cheese Board

Log on to www.britishcheese.com

to play the exciting and interactive games

that will help your pupils develop their ICT

skills and their knowledge of healthy diets.

Activities National Curriculum Attainment Targets

1 Where is cheese made? 1c e; 2c; 3a b c d; 4a; 7a2 How does climate 1c e; 2a d; 4a

affect the production of cheese?

3 Who makes cheese? 1c d; 2 a; 4b4 Comparing graphs 1a c d; 2a d g; 4a5 Clues from photos 1a c e; 2a d; 3 a b c d;

4a; 6a; 7a6 Where is cheese sold? 1a c e; 2a c; 3c g; 4a; 6a; 7a7 Calculating food miles 1c e; 2d; 3g; 4b; 5a b;

6a e; 7a8 Cheese survey 1b c d e; 2b d9 Shop survey 1a b c; 2a b c d; 3g

10 Internet survey 1a b c; 2a f; 3g; 4a b; 6a b; 7a b c

Key Stage 2 Geography curriculum matrix

Geography is a subject that offers Key Stage 2teachers and their pupils a wealth of opportunitiesto explore the world around them in a way that isexciting, topical and relevant to every aspect oftheir lives. Through geography the pupils canacquire important geographical skills andknowledge, and also reinforce skills, knowledgeand understanding from other areas of theprimary curriculum. Many of the activitiessuggested within this pack have clear links toliteracy, numeracy and science. In addition, thetopical nature of many of the key issues offersexcellent opportunities to incorporate thinkingskills, assessment for learning and education forsustainable development.

Cheese is a food that the vast majority of thepupils are familiar with but often at a superficiallevel. Understanding cheese production, even at abasic level, necessitates an understanding of thelocation of the dairy industry in the UK. This inturn requires knowledge of climate and vegetationvariations. The process of making cheese introducesthe concept of primary (milking), secondary (manu-facturing cheese) and tertiary (retail) industry. Themeans by which cheese gets to their plate (orsandwich!) raises many important questionsabout perishable productsand the impact of‘food miles’ on theenvironment.

The focus of thispack is a letter from‘Linda’ who wants tofind an ideal placewithin Britain formaking cheese. Thepupils are asked to helpher to decide where tobase her farm and dairy.Each activity providesvaluable information tohelp the pupils and Linda tomake a decision. SharingLinda’s letter – found inSection 3 – with the class atthe start of the ‘ChooseCheese’ topic will place theactivities within a meaningfulcontext. It encourages the pupilsto develop a sense of place that not only makes

abstract theories more concrete and manageable, butalso emphasises the diversity of the world.

The poster that accompanies this resource canprovide a good stimulus display at the beginningof the project and in particular is useful for Activities2 and 7.

The starters, activities and plenaries suggested inthis pack aim to develop:● active learning● questioning of information● analogies with more familiar experiences● sorting, selecting and rationalising● discussion with peers and class groups● reflection on learning objectives and outcomes

whether specific to a lesson topic (e.g. knowledgeof place) or related to long-term aims (e.g. workingcollaboratively or developing speaking skills)

● thinking skills

The activities also:● encourage learning skills that can be transferred to

other subjects and situations● create time for pupils to justify their findings and

modify them in the light of discussions with peers● fulfil Assessment for

Learning (AfL) requirements– as they offer opportunities

to encourage sharing andexemplification of objectivesand learning outcomes– and they allow pupils torecognise (with the help oftheir peers and teachers)where they are in theirlearning and identifywhich steps they musttake to move on to thenext stage.

There is a free CDavailable to supportyour teaching showingthe cheese makingprocess. You canobtain a copy bycalling 0117 921

1744 or emailing yourrequest to [email protected]

Please ensure that you quote the following title: ‘TheBritish Cheese Board Making Cheese’ CD.

Introduction

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Facts about food and healthy eating

● What is a ‘good’ food?Contrary to popular belief foods should not beclassed as ‘bad’ and ‘good’. Instead, what isimportant is that people eat a variety of foods toprovide a balance of the nutrients that are requiredto be healthy. However, it is best to avoid foods thathave a very high salt or sugar content.

● What is a balanced diet?A balanced diet is one that provides appropriateamounts of energy and nutrients to promote goodhealth.

● Which foods make up a balanced diet?Different foods serve different functions for healthand growth. Carbohydrates, for example, provideenergy, fibre is useful for helping the intestines towork, proteins aid growth, and fats provide energyfor metabolism. A balanced diet is likely to includefoods from all of these groups. Also, it is importantto drink water. Examples of foods that fit into thesegroups are:● Carbohydrates – pasta, bread, potatoes● Proteins – meat, fish, cheese, nuts, eggs● Fibre – carrots, bran, jacket potatoes● Fats – margarine, nuts, cheese, crisps, meat,

cakes, biscuits, chocolate

Some foods do not fit neatly into one group butmight, for example, contain fibre and carbohydrateor protein and fat. Another way to group foods is:● Potatoes and cereals (including bread), pasta

and rice● Vegetables and fruits● Dairy foods such as milk, cheese and yogurt● Meat, fish and vegetarian equivalents● Fats and foods containing sugarIt is recommended that people try to eat a widevariety of foods from these groups, trying whereverpossible to regulate quantities consumed of those inthe last group and to eat at least five portions offruit/vegetables each day.

SECTION 1:

Background informationfor teachers

There are four types of dietary fat

Fat Foods in which the fat is found

Saturated meat, dairy products, crisps,chocolate, biscuits, cakes

Monounsaturated olive oil, avocadosPolyunsaturated fish and vegetable oil, crisps, biscuitsTrans fatty acids cakes, biscuits, chocolate, ice cream

Comparison of fat in whole milk and cheddar

Whole milk Cheddar cheese

Total fat 3.9% 34.9%of which

Saturated 2.5% 21.7%Monounsaturated 1.0% 9.4%Polyunsaturated 0.1% 1.1%Trans fatty acids 0.1% 1.4%

● Within a balanced diet fats should constituteno more than 35% of total energy from food(this is made up of no more than 11% fromsaturated fats, 6.5% from polyunsaturatedfats, 13% from monounsaturated fats and2% from trans fatty acids).

Source: Diet and Nutrition Survey – Young people aged 4–18years – Volume 1 – page 171 – derived from the Department ofHealth ‘Report on Health and Social Subjects: 41 – DietaryReference Values for Food Energy and Nutrients for the UK’HMSO London 1991

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● Which foods are useful for building healthy bones?

Bones are made up of collagen, calcium and otherminerals enclosed by a thick outer shell. Boneschange as worn out parts are broken down by cellscalled ‘osteoclasts’ and renewed by ‘osteoblasts’,which are bone building cells. Up until the age ofabout 35 years there tends to be a balance betweenthe breakdown and formation of bone. After this,however, the bone loss tends to increase. This canlead to ‘osteoporosis’ where bones become fragileand can break easily. It is thus important that strongbones are built during childhood and earlyadulthood. Eating a balanced diet that is rich incalcium can help to build healthy bones and eatinga small piece of cheese after a meal can help keepyour teeth healthy.

Vitamin D is needed to help the body absorbcalcium. Vitamin D is made in the skin when theskin is exposed to the ultraviolet component ofsunlight. The majority of people will gain sufficientvitamin D through being out in the sun. Somepeople will, however, need to ensure there isadequate vitamin D within their diets. These peopleinclude children, women who are pregnant, peoplewho are housebound and anyone whose customsinvolve the wearing of enveloping clothes.

● Which foods aregood sources ofcalcium?

Milk, cheese andyoghurts containsome of thehighest quantitiesof calcium and areamong the best-absorbed sources. Thefollowing table compares theamounts of calcium in a variety of foods.

Food Size of Amount of

portion calcium in

the portion

in mg

Cheddar 30g 222Cottage cheese 250g (1 tub) 318Whole milk 200ml (1 glass) 243Semi-skimmed 200ml (1 glass) 247milkSkimmed milk 200ml (1 glass) 251Soya drink 200ml (1 glass) 26Ice-cream 60g (1 scoop) 60(dairy, vanilla)Low fat fruit 150g 210yogurtTortilla chips 35g 68Brown or 72g (2 slices) 131white breadWholemeal 72g (2 slices) 76breadPeeled orange 100g 33Baked beans 200g (1 small can) 107Cooked broccoli 100g 40Cooked spinach 100g 160Boiled white rice 180g 32Sesame seeds 12g (1 tablespoon) 80Macaroni cheese 200g (1 small can) 340Tinned sardines in 100g 540brine without bonesTinned salmon 100g 91brine without bones

● 1mg = 0.001gSources of vitamin D include breakfastcereals, meat, oily fish and margarine.Sunlight also helps the body to absorbvitamin D.

Figures taken from the McCance & Widdowson’s ‘TheComposition of Foods’ (6th Summary edition) – FSA and RSC.

● What is the recommended daily intake of calcium?

Age Recommended daily

intake of calcium in mg

0–12 months 525(breastfed only)1–3 years 3504–6 years 4507–10 years 55011–18 years boys 100011–18 years girls 800

Figures taken from the National Osteoporosis Society’s website,which quoted data from the Government’s Committee onMedical Aspects of Food Policy (COMA)

Bones

Normal bone Osteoporotic bone

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● What is ‘lactose intolerance’?Lactose is the main sugar in milk. A person who islactose intolerant is unable to digest significantamounts of lactose. Lactose intolerance occurswhen the body is unable to produce lactase, theenzyme that breaks down lactose into simplerforms that can be absorbed into the bloodstream.Around 1% of people within the United Kingdomhave lactose intolerance. Intolerance to lactose canbe controlled through diet. Whilst young childrenwho are lactose intolerant are generally advised notto eat foods that contain lactose, older children andadults often do not need to avoid these completely.This does, however, vary from person to person,and in fact hard cheeses such as Cheddar containalmost no lactose so may be safe for adults to eat.Delactosed milk (milk to which lactase has beenadded) can be bought.

Facts about cheese● What benefits come from eating cheese?Cheese is an excellent source of nutrition. Cheesecontains amongst other nutrients:Protein: essential for forming the body’s

‘building blocks’Vitamin A: important for the immune system,

bone growth, vision and cell division

Vitamin B12: needed to make DNA and also useful for maintaining healthy red blood cells and nerve cells

Calcium: vital for the formation and maintenance of strong bones and teeth

Vitamin D: needed to facilitate the absorption of calcium

Dental plaque is a sticky substance that producesacids, which can cause tooth decay by dissolvingtooth enamel. Eating a small piece of cheese at theend of a meal can help to prevent tooth decay.Eating the cheese increases the amount of saliva inthe mouth and helps to neutralise the acids. Inaddition, the cheese helps to replace minerals intooth enamel such as phosphorus and calcium.

● How many cheeses are there?There are over 500 cheeses made in Britain. Manyothers are made around the world.

● How is cheese made?The basic principles for making cheese are the samefor the majority of cheeses. Essentially, this involvesforming curds and whey, draining the whey andthen treating the remaining curds to produce the

type of cheese required. There is more work to doon harder cheeses (e.g. Cheddar), which need tohave less water in the end product, than for softcheese (such as cottage cheese). Cottage cheese hasa high water content in the end product and littlefurther treatment of the curds will take place. Ingreater detail the process involves:● raising the acidity in the milk (which has usually

been pasteurised) to aid separation through theaddition of special (friendly) bacterial cultures(starters) and adding a coagulating agent orsetting agent (rennet or – now more normally – anon-animal rennet substitute)

● removing the whey (which is made up of water,lactose, some whey proteins and a small amountof cream)

● leaving the remaining curds (a mixture of cream,protein and water) to sour naturally

● treating the curds in a variety of ways accordingto the type of cheese being made – cutting orheating depending upon the amount ofadditional whey to be released

● milling, salting, mixing and placing the curds inmoulds to shape the cheese

● pressing (more for hard cheeses such as Cheddarand double Gloucester than for the morecrumbly, semi-hard cheeses such as Lancashire,Wensleydale and Cheshire). Stilton is neverpressed.

The harder cheeses can generally be stored forlonger periods (up to two years) than can the semi-hard cheeses, such as Cheshire, Wensleydale andLancashire, which are normally sold at aroundthree or four weeks of age but may be kept longerto give a stronger flavour profile.

● Can people who follow a vegetarian diet eat cheese?

Although traditionally cheeses tended to be madeusing animal rennet virtually all cheese sold orproduced in the United Kingdom today is madefrom non-animal rennet. The Vegetarian Societysupports the inclusion of cheese within a balancedvegetarian diet.

AN AMAZING FACT‘Big cheese’ and ‘bigwheel’ are medieval termsof envious respect for thosewho could afford to buywhole wheels of cheese at atime, an expense few couldenjoy. Both these terms areoften used sarcasticallytoday.

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Cheese consumption in the United Kingdom isamong the lowest within the countries of theEuropean Union, with an average per headconsumption of just 28 grams per person per day(equivalent to a match box sized piece of Cheddar),compared with over 50 grams per person per day in

the rest of the EU. InFrance, Germany,Italy and Greece thefigure is nearer 60grams per person perday.

● Fat in cheese Cheese is a concentrated form of milkcontaining a mixture of water, cream, proteinand vitamins and minerals, typically:

Whole milk Hard cheese

Water 86% 36%Fat 4% 35%Protein 3.3% 26%Carbohydrate (lactose) 4.6% 0.1%

In making cheese, the lactose and a large partof the water are removed from the milkleaving a longer lasting, storable food. Ittakes about 280 millilitres (half a pint) tomake 28 grams (1 ounce) of hard cheese or,in other words, 10 litres to make 1 kilogram.

Cheese is often thought of as a high fatfood. All diets though require a certainamount of fat, and nutritionists agree that itis better to consume the fat in foods thatdeliver other key nutrients. Cheese isdescribed as ‘nutrient dense’ and may beconsidered as a key part of a balanced diet.For those restricting the amount of fat intheir diet, it may be helpful to use smallerquantities of a stronger tasting cheese.

● How are cheeses classified?One way of classifying cheeses is according tothe water content.Cheese Water Examples

classification content of cheeses

Very soft 80% Spoonable cheeses, e.g. cottage cheese

Soft 50–70% Spreadable cheeses, e.g. Camembert, Brie, Philadelphia

Semi-hard 40–50% Sliceable cheeses with a slightly rubbery texture, e.g. Gouda, Edam; Crumbly cheeses,e.g. Lancashire, Caerphilly,Wensleydale, Cheshire

Hard 30–48% Sliceable cheeses with a firm, slightly springy or crumbly texture or very firm/dense texture, e.g. Cheddar, Double Gloucester, Red Leicester

● In addition, cheeses are often given strengthnumbers by supermarkets (e.g. 1–5) whichindicate their maturity. A cheese of strength 5is mature and quite strong; one of strength 2would have a mild flavour.

● Comparisons of nutritional values in selected foodsMilk Digestive

Cheddar Cheshire Crisps Hula Hoops Chocolate Biscuits

30 gms 30 gms 30 gms 34 gms 30 gms 2=30 gms

Calories kcals 124 114 164 178 159 141Fat grams 10.3 9.4 11.3 10.7 9.1 6.3Protein grams 7.7 7.2 1.7 1.2 2.5 1.9Carbohydrate grams trace trace 14.8 19.1 17.8 20.6Sodium mg 201 165 321 500 36 180Calcium mg 216 168 11 na 66 28Vit A microgram 109 105 0 0 2.1 0Vit C mg 0 0 9 na 0 0

● Sources: Nutrition labelling on packaging and The Manual of Nutrition HMSO Reference Book 342 – MAFF – 10th EditionThe Composition of Foods 4th Edition – MAFF and Royal Society of Chemistry

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GEOGRAPHY ACTIVITIES: SECTION 2

Learning ObjectivesChildren will:● understand the effects of climate and

relief on dairy farming● know where cheeses are made in Britain● work collaboratively to decide which

are the most important factors affectingwhere cheese is made.

Geography NC Links:1c e; 2c; 3a b c d; 4a; 7a

Key vocabulary:dairy farming, dairy products, pastoralfarming, climate, weather, temperature,precipitation, relief

Organisation:class working in pairs or small groups

Resources:Activity 1 – Copy masters A and B, scene-setting letter, whiteboard

Introduction/starter:Hand out enough copies of the definitionscards so that every child has one (i.e.some will have duplicates). Explain thatthe pupils will have 5 minutes to find asmany other people as they can to sharethe meanings on the cards and learn whatthe words mean. When they meet a peerthey need to:1 Check they have different statements.2 Read out their own word and definition

while the other person listens.3 Listen to their statement as the partner

reads it out.4 Move on to find another partner.

Ask the pupils to hand in definition slips thensit back in their places. Write ‘Farming,Animals, Climate and Land’ as 4 columns onthe board. Ask who can give one of thewords that they have been looking at thatfits the farming column. Ask another pupil toprovide the definition. Repeat this for theother words. Ask if there are some thatcould be in more than one column. Why isthis? Help the pupils to realise that althoughit is helpful to group these words tounderstand them, they are all linked.

Activity:Show the pupils the Copy masters. Compareand contrast the dairy farming map with therelief, rainfall and temperature maps. Explainthat they are going to investigate cheese inthe UK, and that cheese is made from milkand is a dairy product. Using the maps forinformation ask the pupils to sort thesestatements into true and false.‘Cheese is made in dairy farming areas’:a) Most cheese is made in the south and east

of Britainb) Most cheese is made in places where it is

coldest on averagec) Most cheese is made in the highest parts

of the countryd) Most cheese is made where it is very drye) Most cheese is made in the west and east

of the countryf) Most cheese is made where rainfall is higherg) Most cheese is made in the west and

north of the countryh) Most cheese is made where the land is

loweri) Most cheese is made in places where it is

warmer on average

Ask the pupils to concentrate on the ‘True’

column and try to link at least twostatements that may help to explain whycheese is made in that area. First explainhow the statements are linked then sayhow this could help support dairy farming.Give an example such as the one below ofone complete statement on the board.‘Most cheese is made where the land islower and most cheese is made where it iswarmer on average.’ This is becauselowland areas tend to be warmer.

These conditions are better for growinggrass and producing milk all year round.Mention that where the grass grows fasterfarmers can cut it up to three times. The cutgrass is turned into silage and stored to helpfeed the cows during winter. Farmers needto consider what is the most profitable useof their land. For example, in the east of thecountry the soil is better for growing cropsand cereals, so it would not make sense tograze cattle on this land.

Encourage the pupils to test theiranswers out on each other to check if theyneed to add or modify their responses.

Plenary:Ask pairs of pupils to share reading out theirbest sentence, with one doing the link and oneexplaining why it is important. Ask the pupilsto suggest links between the contributions ofdifferent pairs. Introduce the scene-settingletter which can be found on page 13

Extension:Ask the pupils to think of answers fromwhat they know so far for some of thequestions posed in the letter.

Learning ObjectivesChildren will:● know cheese is made from milk● work out the sequence from milk to

cheese in the shops● consider the most important parts of the

cheese making process.

Geography NC Links:1c e; 2a d; 4a

Key vocabulary:milking parlour, dairy, protein, calcium,yoghurt, cream, curd, rennet, starterculture, perishable


Resources:Activity 2 Copy master, dominoes (to be cut

up and placed in an envelope) one set perpair/small group, poster

Introduction/starter:Ask the pupils to divide randomly thedominoes from their pack into two pilesand to take turns to read out theirdominoes and suggest the link betweeneach side. Ask them to remember anywords they are not sure about. Ask forvolunteers to identify difficult words and toshare possible answers. Can they spot anyorder or pattern in the cards already?

Tell the pupils that just as there are linkswithin each domino, so there are linksbetween the dominoes but there is likely tobe an order.

Activity:Ask the pupils to spread out the dominoesand try to work out an order. (Note: The

order given on the Copy master is the mostlikely outcome.)

Ask fast finishers to think back to Linda’sletter. The pupils should identify the 2 or 3phases that they think are probably themost important part of the process forLinda to consider.

Plenary: Top FiveAsk the pupils to talk through their owndomino pattern. Ask others to try to add oneimprovement from their own work andexplain why it is better. What would be thetop five messages they would send to Linda?

Extension:Use enlarged versions of the dominoes to playa whole class game of placing them in order.Stick the class Top Five messages on A3paper for Linda to consider. Encourage thepupils to annotate their choices.

Activity 1: Where is cheese made?

Activity 2: How does climate affect the production of cheese?

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Learning ObjectivesChildren will:● know that keeping cows to produce milk

is a primary industry● know that cheese making is a kind of

secondary industry● be aware of the range of people

employed by the industry (directly andindirectly)

● be able to classify jobs according to thethree-fold division of industry.

Geography NC Links:1c d; 2 a; 4b

Key vocabulary:primary, secondary, tertiary, manufacturing


Resources:Activity 3 Copy masters A and B

Introduction/starter:Ask the pupils what kind of job they wouldlike to do when they grow up. Take a tally.Some may choose jobs in the service ortertiary sector (services such as jobs inshops and offices). Others might seethemselves making products (manufactur-ing – secondary sector) orgrowing/extracting foods, materials or fuels(extraction – primary industries). Point outthat without the primary and secondarycategories there would be nothing for thethird category to sell.

Activity:Hand out cards to be sorted. Explain thatall of these cards show jobs that arerelated to cheese making in some way.Some are directly related and someindirectly. Explain that, working in pairs,they need to sequence the cards and mustthink carefully about which job needs tobe done first.

Plenary:Ask the pupils to explain their sequencesand suggest improvements for each other’soutcomes. Which jobs do they think are themost important (directly related) to cheesemaking and which are less important(indirectly related)?

Extension:Write part of the letter to Linda explainingwho she might need to employ or pay toget her cheeses to market. Do the card-sort related to school dinners.

Activity 3: Who makes cheese?

Learning ObjectivesChildren will:● read information from line graphs● compare and contrast graphs● modify their initial conclusions in the light

of additional evidence.

Geography NC Links:1a c d; 2a d g; 4a

Key vocabulary:line graph, butterfat, protein

Organisation:Class working in pairs or small groups

Resources:Activity 4 Copy master, labels (‘spring’,‘summer’, ‘autumn’, ‘winter’)

Introduction/starter: Stand your groundTell the pupils that the four corners of theclassroom represent spring, summer,autumn, winter. Ask them to say whichseason of the year they think people aremost likely to want to eat cheese. Tell themto go and stand in the place that representsthe season of their choice (without changing

their minds because of where others arestanding!). Ask some to explain why theythink people will want cheese more duringthat season. If the middle of the roommeans cheese is popular all year roundwould anyone change their position?

Point out that people do tend to eatmore of certain cheeses at certain times, forexample Stilton, which is seen as a ‘specialoccasion’ cheese, sells more in Novemberand December. Cottage cheese is anotherexample – sales rise in January as people aretrying to lose weight or in the summer whenthey eat more salad. However, overall thereis high demand for cheese all year round. Ifwe eat cheese all year round what does thatmean about when we should make it?

Activity:Hand out the graphs. Make sure the pupilsonly look at the first graph: Graph A. Askthe pupils to identify when most milk isproduced in Britain – encourage the pupilsto quote figures to support their answers.Ask for suggestions as to why. Establish thelink that grass grows well in the earlysummer when the sunshine, warmth andrain provide ideal conditions. Ask them todecide when would be a good time forMark to make most of his cheese and tojustify their choice.

Introduce the second set of graphs. Askwhy a cheese maker might want to knowhow much butterfat and protein the milkcontains. Ask them to decide the best timeto make cheese based on the newinformation. Ask who has changed their

mind and to justify the changes. Ask themwhat other factor about Mark’s cheesemaking they need to take into consideration

Plenary:Point out that Mark makes cheese all yearround but he makes extra cheese in theautumn. This is partly because there is ahigh demand around Christmas but alsobecause the butterfat/protein content ofthe milk is at its best at this time and manysmaller cheese makers say that theircheeses made at this time of year are richerand taste their best. Also point out that thebigger cheese makers make cheese all yearround but they tend to use milk fromseveral farms so the taste of their cheesecan be more consistent.

Ask the pupils why they were asked toquote figures when describing the graphs.Stress that descriptions that are supportedby facts and figures are better than vagueanswers.

Ask the pupils if changing their positionfrom the starter to the decision at the endof the main activity was a good or a badthing. Establish that we need to change ourideas when new information comes along.They should realise that cheese is made allyear round, and that extra cheese isproduced for times of high demand.

Extension:Write part of the letter to Linda explainingwhy the time of year is something sheshould realise might be important to a smallcheese maker.

Activity 4: Comparing graphs

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GEOGRAPHY ACTIVITIES: SECTION 2Activity 5: Clues from photos

Activity 6: Where is cheese sold?

Learning ObjectivesChildren will:● read photos for information● interpret photos by annotation● speculate on which additional photos

would add to their understanding.

Geography NC Links:1a c e; 2a d; 3 a b c d; 4a; 6a; 7a

Key vocabulary:annotate

Organisation:in pairs

Resources:Activity 5 Copy master

Introduction/starter:Ask the pupils to think of any photos theyhave seen in the last week. They shouldthink where they saw them, what theyshowed, who was able to see them andwho may have taken them. Suggestgroupings for the responses based aroundpurpose, e.g. to inform, to amuse, toshock/grab attention, to explain, etc. Stressthat all photos are taken for a purpose.

Activity: Think, Pair & ShareAssign pupil pairs to one photo each fromthe Northumberland Cheese Company. Askthem to try to list as many things as they canin the photo and why they think the photowas taken. Take feedback from the class onwhat is in the pictures and why they are

important to help explain how the cheese ismade at the Northumberland CheeseCompany. Complete the photo annotationuntil each pupil has a set of comments foreach picture.

Plenary:Ask the pupils which is the most importantpicture and why. Can the pictures be usedin a sequence to tell the story of cheesemaking at the farm? Which additionalpictures would they like to have tocomplete the story?

Extension:Use the pictures to make a non-fiction bookon cheese making or a ‘farm for sale’brochure for Linda.

Learning ObjectivesChildren will:● describe spatial patterns● measure distances● suggest reasons for distribution

patterns.

Geography NC Links:1a c e; 2a c; 3c g; 4a; 6a; 7a

Key vocabulary:pattern, distribution, even, uneven,clustered


Resources:Activity 6 Copy master, atlas of the UK oronline resource www.multimap.co.uk

Introduction/starter:Ask the class if they all spread out evenlyover the playground at break. Most of thepupils will realise they cluster. Ask forreasons why this might be (e.g. warmer, lesswindy places; proximity to key features;different surfaces – grass versus tarmac;popular areas). Stress that few things innature are spread evenly and there arereasons why patterns vary.

Activity:Give the map to pairs of pupils. Ask thepupils to describe the patterns they see.Encourage them to use phrases likeeven/uneven, grouped, bunched orclustered/spread out. Encourage thepupils to consider:● Why might there be more stockists in the

North East? (The NorthumberlandCheese Company is in Northumberland,ten miles north of Newcastle.)

● What factors would help to explain whysome shops in London stock their cheesesbut nobody in the South West does?

Explain how to use a scale to work outhow close most of the shops are to Mark’sfarm and how far others are away. You caneither enlarge a page of the atlas to plotand measure some of the outlets whereMark’s cheese is sold, or go online towww.multimap.co.uk to measuredistances.

Below is a list of the places where Mark’scheeses are sold:Farm Shops: Corbridge, East Layton,Morpeth, Seaton Burn, WoolerFarmers’ Markets: Alnwick, Berwick-upon-Tweed, Hexham, Morpeth,Newcastle-upon-Tyne, Ponteland, Stanhope

Retailers: Alnwick, Berwick-upon-Tweed,Birtley, Chatton, Corbirdge, Helmsley,Hexham, London, Newcastle-upon-Tyne,Ponteland, Seahouses, WoolerWholesalers: Bedale, Buxton, Chester,Consett, Loanhead – Mid Lothian, London,Manchester, Market Rasen, Morpeth,Preston

Help the pupils to understand theimportance of transport costs, localknowledge, and relative low cost of product.Ask the pupils to annotate description andexplanation points around the edge of themap for the patterns they see.

Plenary:Ask two pupils to explain their descriptionof the distribution pattern. Invite others tosuggest refinements. Discuss what the mapmight look like for a big creamery/producersuch as Dairy Crest. Why might a shop inNew York, USA, sell cheese from theNorthumberland Cheese Company? Whatcould make it worth flying cheese all theway to New York?

Extension:Consider what the pupils would need to tellLinda about how far away she could expectto sell her cheeses.

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Learning ObjectivesChildren will:● sequence cards to represent the journey

from cheese making to buying● calculate food miles● consider the impact of food miles on the

environment.

Geography NC Links: 1c e; 2d; 3g; 4b; 5a b; 6a e; 7a

Key vocabulary:food miles, warehouse, maturing,environment, Edam, Brie, Parmesan


Resources:Activity 7 Copy master, poster

Introduction/starter:Write on the board Edam, Brie, andParmesan. Ask the pupils who has heard ofor eaten any of these cheeses. Ask if theyknow where they are originally from.Explain that they are from Holland, Franceand Italy (although many versions/substitutesare made in the UK). Explain that to havearrived in our shops they must havetravelled about 500 to 1200km from our

partner countries in the EU.Ask the pupils to think about what

types of transport are most likely to havebeen involved in the journey. Point outthat all these cheeses add to our choicesbut the journeys they make must have animpact on the environment (noise,pollution, road damage, increased trafficaccidents from increased journeys).Explain that food miles represent thedistance foods have to travel from beingmade (manufacturing) to being sold in ourshops (retailing). Discuss the fact thatcheese from New Zealand looks as cheapas cheese from the UK but there areother costs to be considered as well.

Activity:Distribute the pre-cut-up cards: onepack/pair or small group of pupils. Explainthat the cards represent a jumbled-upversion of the journey involved in makingand selling Northumbrian cheese. It is onlyone possible journey. You can offer morehelp by stating that milk from Blagdon Farmis taken to the Northumberland CheeseCompany where the cheese is made andthen sent to various supermarket chains andshops. Ask the pupils to re-order the cardsinto a sequence that will best represent thejourney and to calculate the food miles.

Plenary:Ask the pupils to volunteer to explain thesequence of their cards and why theybelieve that they have the right order. Askother pupils to try to improve on theordering or the reasons given for theorder.

Ask the pupils what they calculated thefood miles to be and how they arrived atthat figure.(Note: Some pupils will have added all thefigures up together but could be challengedto consider whether distances before milkcollection or distances involved in purchasingshould be added into the equation. The bestcalculation of food miles might be thosefigures from milk collection to the shop –about 171 km.)

Stress that although these food milescompare very well with imported cheesesand would suggest less damage to theenvironment, by only consuming Britishcheese we would all lose out in terms oftaste and choice.

Extension:Explain to Linda what might be the mainproblems to the environment andatmosphere if her cheeses are sold overlong distances.

Activity 7: Calculating food miles

Activity 8: Cheese survey


Learning ObjectivesChildren will:● complete a class survey● work out average responses● consider the link between customer

demand and cheese production.

Geography NC Links: 1b c d e; 2b d

Key vocabulary:Cheddar, Mozzarella, Blue cheese, vacuum-packed


Resources:Activity 8 Copy masters A and B

Introduction/starter:Ask the pupils during the lesson before tofind out what kind of cheeses they have intheir fridge and write down the name andtype of cheese. OR Give them 2 minutes to try to recall thecheeses they know they eat at home.

Ask what it is about those cheese they like(encourage them to talk about the taste,

smell, way it is prepared or packaged). Explainthat they have just given you very valuableinformation and ask them to guess who mightbe very keen to obtain such information.Make the link between customer tastes,demand and cheese sales. What they like andwill buy in the future is information vital to thecheese making industry.

Activity:Distribute class cheese survey sheet: one perpupil. Ask the pupils to complete it on theirown. When finished, ask them to turn to apartner and describe their choices and whatthey think the most important factorinfluencing their choice is. Replicate theoptions on the board and use a show of handsto do a tally summary for each possibility.

Ask the class to identify and record thetop 3 choices for each question. The pupilsshould answer questions comparing theirresponses to the class summary.

Plenary:Ask the pupils what this says about thesimilarity or dissimilarity of their responses.How useful is the average and what does ittell them/not tell them? Encourage thepupils to understand that the most popularchoice doesn’t show the full range of theirresponses.

Extension:Add comments to the letter to Linda toexplain what the next generation of cheesebuyers might like to buy in the future. Pointout that this could change as tastes changewith age (how many are still eating rusks?!).

12


Learning ObjectivesChildren will:● conduct an internet survey of cheese shops● consider how shopping for cheese may

change.

Geography NC Links: 1a b c; 2a f; 3g; 4a b; 6a b; 7a b c

Key vocabulary:Internet, online, delivery

Organisation:class working in pairs

Resources:Activity 10 Copy master, Internet access inclass/computer room and/or at home, blankmap of the UK

Introduction/starter:Ask the pupils what kind of products orservices they know they or their parentshave bought or searched for on the Internet.The responses will be dominated bybooks/CDs/appliances, etc, but some mayhave been involved in supermarket homedelivery of food (including cheese!). Askwhat the benefits are thought to be. Drawout the ideas of choice, time saving, lowercost on occasion and convenience forpeople in remote areas.

Ask them for a show of hands as towhether they would buy cheese online.Which factors would influence theirdecision to buy it online or not? Explain thatthere are a growing number of people

buying just cheese online because they arelooking for lesser-known cheeses that arenot sold in large supermarkets. They mightalso like to consider transport costs as afactor. Internet shops will deliver a relativelysmall amount of cheese to an individual,whereas a wholesaler will deliver a largequantity to a shop. Consider how theInternet cheese will be transported; forinstance, the carrier will need to provideinsulated packaging and the cheese willneed to be delivered next day so that itdoesn’t spoil. These factors can affectwhether we buy our cheese online.

Activity:Use the websites supplied to find out:● how many cheeses are available● what the cost of cheeses are● what the delivery costs are● what the delivery times are● how people pay● how they are assured their transactions

are safe● identify ten cheeses from at least five

different regions of the UK.

Either transfer information from screen tosheet and locate 10 cheeses on a base mapusing an atlas, or complete the task usingon-screen resources.

Plenary:Ask the pupils to present their findings.What do they think the range of onlineshops, found on the Internet, offer that a)their local corner shop or b) local big

supermarket doesn’t offer? Point out thatonline shops can be more informative andspecialist whereas big shops have to pay forexpensive buildings and large numbers ofstaff so they are more concerned with bigsales of the most popular cheese.

Extension:Pupils may investigate the ‘protecteddesignation of origin’ of some cheeses. Thismeans, simply, that some cheeses can only bemade in certain places in the UK. Forexample, there are only six dairies in the UKthat are licensed to make Stilton. Toinvestigate, go to www.defra.gov.uk and clickon food and drink, then on regional/localfoods, then EU-protected names, thenregistered names, then UK and finallycheeses. Finish with a letter to Linda, tellingher whether or not she should try selling hercheese over her own Internet website.

Bringing it Altogether – Interview with Linda:Invite an adult, not known to the class, to beLinda. Ask her to interview the class todiscover where she should set up her cheesemaking business. Encourage the pupils toprepare for the meeting and to draw on alltheir knowledge acquired through the‘Choose Cheese’ activities as they givereasons for their recommendations.

Extension:In ICT, make brochures outlining recom-mendations for the farm, dairy andmarketing of the cheese.

Activity 10: Internet survey

Activity 9: Shop surveyLearning ObjectivesChildren will:● conduct a survey of the cheeses in a local

supermarket and/or shop ● describe and suggest reasons for the

range of cheeses available● compare and contrast their outcomes to

those of their peers.

Geography NC Links: 1a b c; 2a b c d; 3g

Key vocabulary:survey, country of origin, kilograms (kg)

Organisation:to be carried out by individuals

Resources:Activity 9 Copy master (multiple copies),calculators

Introduction/starter:Ask the class a week before the lesson to

see if they can obtain a small selection ofcheese labels from packs no longer neededat home. As a class, use the labels to start tofill in an enlarged version of the surveysheet. As you read out key pieces ofinformation, ask the pupils to suggest whichcolumns they should go under. Calculatethe cost per kg together. OR

Tell the class a week before the lesson thatthey are going to do a survey in a shopthat sells cheese, or a supermarket, usingthe survey sheet. They must beaccompanied, preferably by an adult or atleast one other friend, and should havepermission from their parents. They mustbe considerate to other store users andavoid busy times. They may not be able tolog all the cheeses on one visit, but theycould share the task with peers in a largesupermarket.

Activity:Ask the pupils to complete a survey sheetwith some of the labels they have brought

in. When completed ask them to comparewith peers to get a wider range of data. OR

Use class time to share their survey datafrom the homework exercise and calculatethe cost-per-kilogram figures.

Plenary:What were the differences betweendifferent shops? Are there any cheesesthat are more common than others? Dothey have similar prices for similarcheeses? Why do some shops chargemore? Why are there so many types ofCheddar?

Extension:Write another part of the letter to Lindaexplaining the results of your survey andwhat this may mean for the kind of cheesesshe should think about making. OR

Write up the results of your survey andsuggest how even a survey done by awhole class may not tell the wholepicture.

13

Copy masters SECTION 3

Dear Class,

I have been farming in South Africa for many years and amhoping to move soon to the UK. I wish to move into a new linefor me – cheese making. I admit that I don’t really know muchabout it at the moment, but I am keen to be successful. I needyour help to find out the answers to some important questionsbefore I set up my dairy.

Are some places in Britain better for cheese making than others?What should I look for when choosing an area to farm andmake cheese in?

What kind of facilities do I need on my new farm to startmaking cheese?

Is there a best time of year to make cheese?

What kind of cheeses do people in the UK like?

Where do people go to buy their cheese?

I am sure you can think of many other questions I should haveasked!

It’s a lot information to request, but I am sure that if you canconcentrate on just one question at a time you can find theanswers to my queries. My whole future life depends on thequality of your research.

I’m counting on you!

All the best,

Linda

14

Activity 1: Copy master ADefinition cards

SECTION 3

DAIRY

FARMING

Farming toproduce milk.

Cows keptmainly to

produce milk.

Foods that aremade frommilk such as

yoghurt, butter,cream and

cheese.

The averageweather for anarea (average

over 30 years).

Land left forgrass to grow sothat cattle can

graze.

All forms ofwater that fallto earth like

rain, snow andhail.

How hot or coldit is (measured

in degreescentigrade; e.g. 120 C).

The day-to-dayconditions of the

atmospherearound us (e.g.

how warm,windy, cloudy,

rainy it is today).

The height ofthe land. High

lands, likemountains, havehigh relief andlower lands,near the sea,

have low relief.

Rearing animalsfor milk (cows,goats, sheep)

or meat (sheep,pigs, cattle,

poultry).

PASTORAL

FARMING

CLIMATE

WEATHER TEMPERATURE

PRECIPITATION RELIEF

PASTURE DAIRY

COWS

DAIRY

PRODUCTS

15

Activity 1: Copy master B SECTION 3

Rainfallamount (mm)

466–740

741–1290

1291–4577

Average Annual Rainfall Amount 1971–2000

Meantemperature (oC)

0.9–7.9

8.0–9.7

9.8–12.0

Average Annual Mean Temperature 1971–2000

Dairy farming areas

Major Dairy Farming Areas

Highground

Over 500 metres

High Ground Relief Map

16

Activity 2: Copy masterDominoes

SECTION 3

Rainfall variesthroughout

Britain.

Roots takeup water from

the soil.

Cows need grassall year round.

Dairy productsare good sourcesof protein and

calcium.

Most cheesesneed time to

develop flavour.

Cheeses aresent by road,rail, boat and

plane.

People storetheir cheese in

a fridge athome.

Most people inthe UK buy somecheese at leastonce a week.

Cheeses havesell-by dates.

Cheese isperishable(goes off in

time).

Most cheese istaken to the

shops by road.

Cheeses can besold at markets,from shops or

online.

Most peoplebuy their

cheese fromsupermarkets.

Cheese may bestored to allowit to mature.

Maturing timescan range from

days to overa year.

Once matured,cheese can betransported.

Some milk isused to make

cream, yoghurtand cheese.

The curd ispressed to

form the newcheese.

Milk is neededall year round.

Cows are milkedat least twice aday in a milkingparlour or dairy.

Cows producemilk.

Grass needswater to grow.

Grass growsbetter with

more rainfall.

Cows eat grass.

The west andnorth of Britainare wetter than

the east.

Rain falls tothe ground.

Water soaksinto soil.

Cheese is madefrom milk by

adding startercultures and

rennet.

AN AMAZING FACT Eating cheese at the end of a meal helps to fight tooth decay.

17

Activity 3: Copy master A SECTION 3

Cheese making is a job. People are employed tomake cheese for you. But although you all eatcheese, it is unlikely any of you will know anyonewho does this job!

There are three main types of job. These are:● PRIMARY JOBS – producing raw materials

from the land● SECONDARY JOBS – or manufacturing, when

raw materials are turned into finished productsthat can be sold to the public

● TERTIARY JOBS – or services, where people donot make any products. These workers provide aservice to the public, or to other workers.

The people described on the cards are all involvedin the production and sale of cheese. Sort the cardsinto three piles to show which are primary workers,secondary workers and tertiary workers.

Now, sort the cards into a flow diagram to showhow the different jobs help towards the finalproduction of the cheese.

❝ I work in an officenext to the creamery.I type out bills and

check the paymentssent to the creameryfrom the shop that

we supply❞

❝ I work on a dairyfarm. I am the

cattle man.I am in charge of

milking the cows❞

❝ I drive a lorry anddeliver cheeses

from the creameryto the shop❞

❝ I work in a factorymaking boxes.

Some of our boxesgo to a creameryfor packing their

cheese in❞

❝ I am a logger.I cut down the treesthat are used in the

box factory❞

❝ I taste the cheesewhile it is stored to

make sure it is readyto be sold❞

❝ I sell cheeses in agrocery shop❞

❝ I work in acreamery.

I am responsible formaking cheese❞

❝ I sell cheeseto shops andcaterers❞

18

Activity 3: Copy master B SECTION 3

You sorted the workers who make and sell cheese, then you fittedthem into a flow diagram.

Now sort out these workers into three groups. Next, make yourown flow diagram to show how your school dinner reaches theplate. Remember that this only shows a small section of all thedifferent jobs that go to make your dinner!

AN AMAZING FACTQueen Victoria was once presented with a drum of Cheddar cheesethat weighed11cwt (558kg), formed from the milk of over 700 cows.

SchoolDinner Lady

Wage Clerkwho sends out pay to

school meals staff

School Secretarywho collects dinner

money

Millerwho mills the grain to

make flour

Bread Van Driver

PlasticManufacturer

Workerin a yoghurt factory

Baker

Cattlemanon a dairy farm

Lorry Drivercollecting the milk

19

Activity 4: Copy master SECTION 3

Cheese can be made at any time ofyear but Mark Robertson at theNorthumberland Cheese Companysays demand for his cheesesincreases at certain times of theyear.

1. Look at Graph A oppositeGraph A shows milk productionduring the year (spring – midsummer high)a. At what time of year is milk

production highest?b. Suggest one reason for this.

AN AMAZING FACTIt takes around 10 litres of milk tomake 1 kilogram of cheese(Cheddar-type).

2. Look at again at Graph Aa. When do you think would be a

good time for Mark to makeextra cheeses?

b. Suggest one reason for this.

AN AMAZING FACTA Cheddar-type cheese usuallycontains 35% fat and 25%protein.

3. Look at Graphs B & CoppositeGraph B shows butterfat contentin milk during the year (autumnhigh)

Graph C shows protein contentin milk during the year (autumnhigh)a. When do you think would be a

good time for Mark to makeextra cheeses?

b. Suggest one reason for this.

4. a. Was your answer for Question

3 different from your answerto Question 2?

b. Explain why you think youranswer changed.

46

44

42

40

38

36

34

32

30

3.75

3.85

3.95

4.05

4.15

4.25

3.10

3.20

3.30

3.40

3.50

Apr May June July Aug Sept Oct Nov Dec Jan Feb Mar



Graph B showing BUTTERFAT content during yearAverage butterfat content of UK milk

Graph A showing MILK production during year Average daily production of milk in the UK

Graph C showing PROTEIN content during yearAverage protein content of UK milk

mill

ion

litre

spe

rcen

tage

perc

enta

ge

AN AMAZING FACT In 1901, the village of Cheddar was chosen to despatch anorder of 3500lb (1588kg) of cheese to Captain Scott aboardthe ship Discovery, for his famous Antarctic Expedition.

AN AMAZING FACTThe natural colour of cheese ranges from white to pale yellow.Some cheeses have a natural dye added to create a deeperyellow/orange colour. The dye comes from the seed of a SouthAmerican tree called the Annatto.

20

Activity 5: Copy masterPicturing Mark’s Farm

SECTION 3

Mark sent these pictures of the farm where hemakes his cheese. They tell us something aboutdifferent aspects of his work. What do they tell youabout what a cheese maker needs to be able tomake cheese? 1. Make a list of the things you can see in each

picture – try to be precise.2. Try to think why each feature might be

important to the success of Mark’s business.3. If you could have 3 more photos about

Northumberland Cheese Company cheeses togather information from, what would they be?

21


Mark Robertson makes his cheeses atthe Northumberland CheeseCompany, at Make me Rich Farm,Northumberland. He is not thebiggest cheese producer in the worldbut his cheeses are in demand inplaces as far away as New York. Themap below shows some of the placesin which Mark’s cheese are sold.

22


Route to market – follow the directions taken and distances coveredby a cheese from farm to plate.

The milk from Blagdon Farm in Northumberland goes towardsmaking Coquetdale cheese at the Northumberland CheeseCompany. From there, some is sent to wholesalers who distribute itto stores. This is where most people buy their cheese. It can be along journey!

Cows milked in dairy500m from fields

Milk stored50m

Tanker collects milk and takesto creamery 1km

Milk turned intocheese in creamery 50m

Cheese taken tostores 150km

Stores keep thecheese 115m

Cheese selected by customerand put in basket 40m

Cheese taken home 80m

Cheese taken to wholesalerwarehouse 20km

Cheese on displaycounter 40m

Cheese stored for maturingand packing 75m

Cheese stored until requiredby stores 50m

23

Activity 8: Copy master AMarketing survey

SECTION 3

You are a very important person in the world of cheesemaking. The people who eat cheese are calledconsumers (you consume, or use up, a product). Allthe people who eat cheese in Britain make up themarket. A marketing survey tries to find out what youthink about cheese. Cheese makers need to know

what kind of cheese you like and why you like it. Ifthey don’t produce the right kind of cheese, you won’tbuy their product. You might choose another type.

Fill in the sheet by yourself, or with a partner ifyou never eat cheese. You can tick as many boxes asyou need to for each question.

1. How often do you eat cheese?

❑ a) Once a day ❑ b) Once a ❑ c) More than ❑ d) Less than ❑ e) Neverweek once a week once a week

2. When do you eat cheese?

❑ a) Breakfast ❑ b) Snack ❑ c) Lunch ❑ d) Teatime/ ❑ e) OtherDinner

3. How do you eat cheese?

❑ a) On its own ❑ b) Sandwiches ❑ c) Hot meals ❑ d) Cold meals ❑ e) Snacks (including

❑ f) Other salads)

4. What kind of cheese do you like best?

❑ a) Cheddar- ❑ b) Other hard ❑ c) Mozzarella ❑ d) Other soft ❑ e) Blue cheesetype cheese cheese

❑ f) String ❑ g) Cheese ❑ h) Othercheese spread

5. How strong do you like your cheese? (some cheeses taste/smell more powerfully than others)

❑ a) Very mild ❑ b) Mild ❑ c) Medium ❑ d) Strong ❑ e) Very Strong

6. How do you like your cheese?

❑ a) Loose ❑ b) Vacuum- ❑ c) Processed ❑ d) Mini ❑ e) Grated(cut from block) packed pieces (e.g. triangles/ cheeses/fun

slices) shapes

❑ f) Slices ❑ g) Cubed ❑ h) Other

7. Who chooses the cheese in your home?

❑ a)Parents/ ❑ b) Children ❑ c) You ❑ d)Combination ❑ e) Otherguardians

The most important thing for me when choosing cheese is ...

24

Activity 8: Copy master BClass average

SECTION 3

1st 2nd 3rd

Q1

Q2

Q3

Q4

Q5

Q6

Q7

The top 3 answers for questions 1–6 were

Cheddar 67%

Double Gloucester,Leicester, Derby andWhite Stilton 7%

Other Cheeses 5%

Mozzarella 14%

Blue Vein 3%

Cheshire, Caerphilly,Wensleydale andLancashire 4%

● In comparing my answers to the class averagesthe main similarities are…

● The main differences are…● One reason for this could be…● Another reason is…● My best piece of advice to a cheese maker

would be…

Study the pie chart below. Does the kind of cheesemade in the UK reflect the results from your classsurvey about what kind of cheese you like to eat?

UK cheese production by type 2003(excluding farmhouse manufacture)

25

Activity 9: Copy masterShop survey

SECTION 3

How

man

y U

K c

hees

es c

an y

ou fi

nd in

asu

perm

arke

t or

sho

p?Yo

ur lo

cal s

uper

mar

ket o

r sh

op w

ill a

lmos

tce

rtai

nly

sell

chee

se in

seve

ral f

orm

s. T

hey

only

sell

wha

t peo

ple

wan

t to

buy.

If th

eyst

ock

too

man

y ty

pes,

som

e m

ay n

ot se

ll fa

sten

ough

. If t

hey

stoc

k to

o fe

w, p

eopl

e m

ight

go e

lsew

here

for

a be

tter

cho

ice.

All

pre-

pack

ed c

hees

e ha

s a ‘H

ealt

h M

ark’

.T

his i

s a r

efer

ence

num

ber

whi

ch is

in a

smal

lov

al sh

ape

on th

e pa

ckag

ing.

Thi

s ref

eren

cenu

mbe

r id

entif

ies w

here

the

chee

se w

aspa

cked

and

allo

ws t

he p

rodu

ct to

be

trac

ed if

ther

e is

any

pro

blem

with

it. S

ee if

you

can

find

the

‘Hea

lth

Mar

k’on

the

chee

se y

oulo

oked

at.

Add

up

the

tota

l num

ber

of d

iffer

ent

type

s of

che

ese

on s

ale TO

TAL

CO

UN

T

Nam

eC

ount

ry o

f ori

gin

Type

Pro

tien

Fat

Cos

tW

eigh

tC

ost

Use

by/

per

100g

per

100g

kgpe

r kg

best

be

fore

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

26


Can you find ten different cheeses from five different regions of the UK?1 CHEESE REGION

2

3

4

5

6

7

8

9

10

1 2 3 4 5

Name of Internet site/shop

How many cheeses are available?

What are the costs (lowest to highest)?

What are the delivery costs?

What are the delivery times?

How do people pay?

How are they assured theirtransactions are safe?

Websearch – controlled links to different ways ofbuying cheese. Here are some links you can look at.You may like to find some of your own.

www.britishcheese.com – go to member’s page

www.northumberland-cheese.co.uk

www.stiltoncheese.com

www.welshcheese.co.uk

AN AMAZING FACT Cheese appears in 32% of British lunchboxes and sandwiches. Cheeseon toast and other bread uses account for more than 60% of all meal occasions featuring cheese.

27

SECTION 4: Glossary of terms

AcidityThe condition of the milk, wheyor cheese curd at various stagesof manufacture, expressed as apercentage of lactic acid presentin the sample tested.

BandagingCovering cheese with a clothbandage after pressing, for theprotection of the cheese andretention of its shape.

CheddaringTreatment of the curdfollowing removal of the whey,in order to produce a suffi-ciently dry, firm and acidcondition for milling.

Country of originThe country where a productwas made.

CurdThe solid mass formed whenmilk is coagulated by rennet.

Dairy establishmentAny undertaking handlingdairy products.

DistributionThe way things are spread out.

Food milesHow far in miles each part of afood product has to travel to getto your plate, e.g. a lasagnemade in the UK could containflour from Canada, tomatoesfrom Spain and cheese fromItaly.

HazardA biological, chemical orphysical property that maycause food to be unsafe forconsumption.

HTST pasteurisationHigh Temperature ShortTerm continuous flow milkpasteurisation.

IndustryExtracting, making and sellingproducts and services to makea profit (money).

ManufacturingMaking products from rawmaterials.

Moulds (hoops, chessles)Containers of various sizes andshapes according to the varietyof cheese, into which the milledcurd is placed before pressing.

PerishableAll food products ‘go off ’ intime and must be consumed bya sell-by date.

PitchingSetting of the curd to form amass in the bottom of the vatafter scalding and before thewhey is run off.

Primary industryProduces raw materials andfoods from the land or sea.Includes farming, fishing,forestry and mining.

ReliefThe height and slope of theland. Low relief means lowaltitude and gentle slopes.

RennetA substance that curdles milkin the cheese making process.

Ripening of cheeseThe storing or maturing ofcheeses after removal from themoulds, under controlledconditions of temperature andhumidity varying with thedifferent varieties of cheese.

Ripening of milkDevelopment of lactic acid priorto adding rennet.

Secondary industryMakes goods or preparedfoods from raw materials.Often manufactured in afactory.

StartersCultures of lactic acid-producing bacteria which areadded to milk to promote aciddevelopment.

SurveyAn investigation or study towork out trends or patterns inall aspects of life, e.g. whatpeople like to buy or whichproducts are stocked in a shop.

TemperatureHow hot or cold the air is.Measured in degrees Celsius.

Tertiary industryDoes not produce goods orfoods but offers services liketransport or selling (retail).

WheyThe serum or watery part ofthe milk that remains after theseparation of the curd bycoagulation.

CHOOSECHEESEGEOGRAPHY PACK

First Published 2004 by Magenta Project Management Ltdwww.magentaonline.co.uk ref: M04/065 © British Cheese Board

Useful websites British Cheese Board: www.britishcheese.com

British Nutrition Foundation: www.nutrition.org.uk

Defra (Department for Environment Food and RuralAffairs): www.defra.gov.uk

Geographical Association: www.geography.org.uk

Multimap: www.multimap.co.uk

Ordnance Survey: www.ordnancesurvey.co.uk

The Milk Development Council: www.mdc.org.uk

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