TAKE AWAY MY TAKEAWAY

PROGRAMME 5: ICELAND

ACTIVITIES

Guidance

The programme can be used as the focus of a stand-alone lesson. These activities support a variety of individual, paired and group work and can be chosen and adapted to suit the needs of the students involved.

For further information, websites and other resources, see Find out more.

This web page contains links to other websites that are neither controlled nor maintained by Channel 4 Television. Channel 4 Television is not responsible for the content of these sites and does not necessarily endorse the material on them.

Before viewing

Do some preliminary work to develop students' understanding about healthy diets. You can use information and activities from the downloads available here:
www.foodinschools.org/curriculum/foodtech_pshe.php

Before undertaking the first activity, ask pupils what they know about Iceland. Gather a list of these facts, ideas and preconceptions. Pupils can also visit websites listed in Find out more to learn more about Iceland, either before or after viewing.

Before undertaking the activity related to Clip 3, study the websites in Find out more for information about overfishing of cod.

After viewing

To view 4Learning video clips you will need Windows XP/2000 and Windows Media Player 9, 10 or 11. Unfortunately, the clips are not supported on Macintosh computers.

The video clips may contain a few seconds of extra material at the beginning and end. We have therefore included opening and closing descriptions to help identify the intended scene.

Online video clips will be available on the site shortly.

What's life really like in Iceland?
Clip 1: 09:09 – 10:12

• In: (Dave) 'When Katie falls over, their trip is brought to an abrupt halt.'
• Out: (Dave) 'If there's one word to describe Iceland, it's "cool", man.'

Using the list you gathered before viewing, and from your overall impressions from watching this programme, examine your preconceptions about Iceland. How much did you know about this country? How accurate were your ideas? Which of your preconceptions were right, and which were wrong? How widely did the reality differ from your preconceptions? The climate, geography, history and culture of Iceland differ in many ways from the UK. List two facts about each of these areas of Icelandic life. What do you think are the advantages and disadvantages of living in Iceland? List five of each. Would you like to live there? Give your reasons.

How healthy is fish and chips?
Clip 2: 14:02 – 16:22

• In: (Dave) 'I'm sending them to the home of Erna Kaaber, owner of the fish and chips restaurant where Katie and Paisley will be cooking for three experts tomorrow.'
• Out: (Katie) 'After you've finished eating them it's not, "Ugh, greasy", it's "Mmm, fish and chips. Nice."'

Icelandic fish and chips are cooked very differently from fish and chips in the UK. What is the main difference? Write a step-by-step recipe for Icelandic fish and chips, then do the same for fish and chips bought from a shop in the UK. What are the differences in ingredients? What cooking methods are used? Why is the authentic dish 'less greasy' than a takeaway? Which of the dishes is healthier, and why? Can you eat fish and chips as part of a healthy diet? Is there such a thing as an unhealthy food, or can you eat all foods in moderation, as long as your overall diet is predominately healthy?

The problem of overfishing
Clip 3: 17:39 – 20:24

• In: (Dave) 'Einar's always been a trawlerman, and doesn't use a rod and line.'
• Out: (Dave) '…stocks of cod are at their lowest levels in living memory, and fishermen don't always bring home a catch.'

From the reading you did before viewing, discuss the threat of overfishing. Why have some fishing grounds been plundered of all their fish? What will happen if more people don't switch to eating fish from sustainable fisheries? What needs to change, so that fish stocks are no longer threatened? Who has the authority to make that change? How powerful is the public, when it comes to pressing for changes in the way food is produced? List five things you could do in order to take a more responsible attitude towards eating fish.

Working as a team
Clip 4: 20:50 – 22:36

• In: (Paisley) 'Sorry, do you want to do it?' (Katie) 'Yeah. The oven glove is not looking so silly now, is it?'
• Out: (Stefan) 'On a scale of 1-10, I would rate them 8.'

Did Katie and Paisley make a good team? Were their personalities well-matched? Paisley suggests that Katie 'just tells her what to do'. Do you think that's what she really wants to happen? Does a team have to have a leader? Give your reasons. What happens if one person in a team is much more dominant than the others? What mix of personalities makes the best team? If you were sent on a similar trip, and had to cook a dish to be judged by experts, which of your friends would you choose to take with you? Why?