| Objectives | Students will be able to: (1) identify the main crops (sugar cane, bananas, coffee, cocoa, rice, citrus); (2) locate growing areas on a Caribbean map; (3) explain the history of sugar. |
|---|---|
| Materials | Caribbean agricultural map, crop samples or pictures, timeline. |
| Key vocabulary | cash crop, plantation, sugar cane, banana, cocoa |
| Engage (starter) | (10 min) Taste a piece of sugar cane (if available). “Sugar was once the most important crop in the Caribbean. Why?” |
| Develop (main) | (35 min) 1. Discuss historical importance of sugar (slavery, plantations). 2. Map present-day crops: bananas (Windward Islands), coffee (Jamaica, Haiti), rice (Guyana). 3. Create a crop map with symbols. 4. Write a paragraph: “Sugar changed the Caribbean because…” 5. Discuss challenges: hurricanes, EU banana ruling. |
| Plenary (close) | (10 min) Crop quiz: point to a country, name its crop. |
| Assessment | Map accurate; paragraph demonstrates historical awareness. |
| Teacher notes | Connect to colonial history. |
| Objectives | Students will be able to: (1) differentiate between subsistence and commercial farming; (2) give examples of each; (3) compare using a Venn diagram. |
|---|---|
| Materials | Pictures of small family farm vs large plantation, Venn diagram template. |
| Key vocabulary | subsistence, commercial, plantation, export, organic |
| Engage (starter) | (10 min) Show two pictures: one family garden, one large banana farm. “What’s the difference?” |
| Develop (main) | (35 min) 1. Define: subsistence – grow for family, small scale; commercial – grow for sale, large scale. 2. List examples: backyard garden vs. banana plantation. 3. Fill in Venn diagram: similarities (both need soil, water) and differences. 4. Debate: which is better for the environment? 5. Write a short report on your family or community farming. |
| Plenary (close) | (10 min) Share Venn diagrams. |
| Assessment | Diagram includes key differences; report relevant. |
| Teacher notes | Emphasize food sovereignty. |
| Objectives | Students will be able to: (1) name challenges (hurricanes, climate change, pests, market access); (2) explain impact on farmers; (3) propose solutions. |
|---|---|
| Materials | Case study news articles, solution cards, poster paper. |
| Key vocabulary | drought, pest, market access, fair trade, resilience |
| Engage (starter) | (10 min) Read a short news clip about a hurricane destroying banana farms. “How does this affect farmers?” |
| Develop (main) | (35 min) 1. Brainstorm challenges: natural disasters, climate change (drought/floods), pests (Black Sigatoka), low prices. 2. Groups take one challenge, research solution (e.g., crop insurance, disease-resistant plants). 3. Create a poster with problem and solution. 4. Present. 5. Write a letter to a farmer expressing support. |
| Plenary (close) | (10 min) Gallery of solutions. |
| Assessment | Poster identifies real solution. |
| Teacher notes | If possible, connect with a Caribbean farmer via virtual call. |
| Objectives | Students will be able to: (1) define food security; (2) explain why many islands import food; (3) suggest ways to increase food security. |
|---|---|
| Materials | Food import/export data, map, blank chart. |
| Key vocabulary | food security, import dependency, self-sufficiency, nutrition |
| Engage (starter) | (10 min) Look at a plate of rice, chicken, and vegetables. “Did you know much of this is imported? Why don’t we grow more?” |
| Develop (main) | (35 min) 1. Food security = having enough safe, nutritious food. Many Caribbean countries import over 60% of food. 2. Reasons: history of cash crops, small land, cheaper imports. 3. Brainstorm solutions: support local farmers, school gardens, eat local. 4. Create a “Buy Local” campaign poster. 5. Write a slogan. |
| Plenary (close) | (10 min) Campaign launch: present posters. |
| Assessment | Poster and slogan persuasive and accurate. |
| Teacher notes | Could start a school garden. |
| Objectives | Students will be able to: (1) define agro-processing; (2) give examples (coconut oil, jerk seasoning, pepper sauce); (3) design a value-added product. |
|---|---|
| Materials | Local product packages, design materials. |
| Key vocabulary | agro-processing, value-added, processing, export |
| Engage (starter) | (10 min) Show a bottle of Jamaican jerk sauce. “This pepper didn’t just sell as a pepper; it’s a value-added product.” |
| Develop (main) | (35 min) 1. Explain: turning raw crops into products sells for more money. 2. Examples: coconuts → coconut oil/water, cocoa → chocolate, fruits → jams. 3. Design your own value-added product from a Caribbean crop, create a label. 4. Write a marketing pitch. 5. Present to class (mock investors). |
| Plenary (close) | (10 min) “Investor Panel” votes on best product. |
| Assessment | Label and pitch include crop, process, and appeal. |
| Teacher notes | Entrepreneurship skill. |