Project Pizza Launch

1. Project Pizza Launch Your Design Brief - you have been asked to develop and make a new range of Pizzas aimed at a target group of Teenagers.

2. How often do you eat pizza?

3. Your tasks will include • Analysing the sustainability attributes of exiting frozen pizzas • Developing and making a range of inventive and original pizza ideas • Trialling out the inventions on students in the school • Designing and developing a new corporate image for packaging • Making the packaging nets

4. The aims - Encourage consumption of local, seasonal and organic food Empower young people to engage in important issues that affect our planet Social,, environmental and moral impact of products Lesson objective – to be able to take into consideration the ethical issues relating to the design and manufacture of products

5. Questions - Look at the pizza box left over from the frozen pizza • Is there such a thing as a healthy pizza? Lesson objective – to be able to take into consideration the ethical issues relating to the design and manufacture of products

6. probably not! • We don't typically think of pizza as a component of a healthy diet because it is high in total fat, saturated fat, sodium and calories. This is important to remember when planning family menus because high-fat diets lead to being overweight and obese. • So what about our frozen pizza?

7. What is a Carbon footprint?

9. Task 1 Write down two reasons why we need to reduce our carbon footprint Write down two countries that are raising the worlds carbon footprint the most Write down two countries that create the least carbon footprint What have you noticed? Lesson objective – to be able to take into consideration the ethical issues relating to the design and manufacture of products

10. AfL - The worst scenario

11. AfL - The best scenario

12. Task 2 • Now using the maps of the world, glue them down to the A3 sheets and analyse where the ingredients on the pizza boxes or Data sheets – where have they come from? • Draw a line to each of the countries from the UK and write up the notes at the bottom of page 50 stating where raw ingredients come from. Look at the example. • Extra marks try to work out the mileage Lesson objective – to be able to take into consideration the ethical issues relating to the design and manufacture of products

13. Pepperonipizza Ham and pineapple pizza Where have the ingredients come from, what are the implications? Lesson objective – to be able to take into consideration the ethical issues relating to the design and manufacture of products

15. Task 2 • One stick down the maps and begin to draw up a travel line for each ingredient • One stick down the images of each ingredient • One begin to draw a travel line on the local map to show the ingredients sourced locally One begin to look at the information on CO2 and start to write up some investigation notes The greater the information the greater the mark

16. Lesson objective To understand how food can come from a sustainable source

17. The pineapple is native to Central and South America, where symbolic carvings of its form were found in pre-Incan ruins. It is almost 500 years since Christopher Columbus “discovered” the pineapple, which he received in exchange for trinkets from Indians on the Caribbean island of Guadeloupe. The two leading states in fresh market tomato production (2004) in acres are Florida (42,000) and California (37,000), and in production at 1,000 cwt. of fruit in Florida (15,120) and California (10,730). The leading state for processing tomato (2004) production is California at 281,000 acres with Indiana (256,450 acres) and Ohio (149,630 acres) being the next two leading states. The tons of processing tomato produced in California is 11,672,000, and in Indiana 8,300 and Ohio 6,200. Lesson objective – to be able to take into consideration the ethical issues relating to the design and manufacture of products

18. Today Spain is the world's leading producer and consumer of ham. Some 38.5 million hams and shoulders are processed each year, and every Spaniard eats nearly 5 kg of ham a year - twice as much as in Italy, second among the consuming countries. Lesson objective – to be able to take into consideration the ethical issues relating to the design and manufacture of products

19. Top Ten Wheat Producers Below are the leading wheat producers for the 2005-6 season. The top 10 producers accounted for over two-thirds of global wheat harvests. China … 96.2 million tonnes (15.4% of global wheat production) India … 72 million (11.5%) United States … 57.1 million (9.1%) Russia … 45.5 million (7.3%) France … 36.9 million (5.9%) Canada … 25.5 million (4.1%) Australia … 24.1 million (3.8%) Germany … 23.6 million (3.8%) Pakistan … 21.6 million (3.4%) Turkey … 21 million (3.4%) Read more at Suite101: Top Ten Wheat Countries: Prices for Grain Exports & Imports Surge as 2007 Crop Outlook Dimshttp://internationaltrade.suite101.com/article.cfm/top_ten_wheat_countries#ixzz0h2q1xxI7 In chillies the major producing countries are India, China, Peru, Bangladesh, Hungary and few others. Production of major countries are growing at CAGR 5.2 percent. World trade in chillies is put at 400,000 metric tonnes. Indian share in global production range from 50 to 60 percent, China and Peru are growing fast and Hungary shows a de-growth. Peru and China are dominating world paprika trade. However India is the only one source for hot chillies. Lesson objective – to be able to take into consideration the ethical issues relating to the design and manufacture of products

20. Israel is known as Europe’s winter garden, thanks to its favourable climate, which allows the production regions to grow peppers and other key vegetables at a time of year when crops in northern and central Europe are almost frozen. However, despite the bonus of mild daytime temperatures and intense light, even on the shortest days of winter, water resources are scarce in a country where turning desert into fertile land is little short of miraculous. Lesson objective – to be able to take into consideration the ethical issues relating to the design and manufacture of products

21. AfL out of 20 marks You are going to be given marks for the following: • Analysing data 3 marks • Researching some good facts 3 marks • Creating a clear and attractive display with all the facts - up to 5 marks • Creating some notes and features of the reasons why we should buy locally - 5 marks • The overall presentation of your work - 4 marks

22. AfL – What have your group found out? The aim was to: • Encourage consumption of local, seasonal and organic food • Empower young people to engage in important issues that affect our planet

23. Product lifecycle is sometimes used to describe how long a product will last before it wears out. • It may also be used to explain the time taken for a product to become obsolete. • What does obsolete mean? • Have you ever heard the term the product has ‘built in obsolescence’? • Extension work - Lesson objective – to be able to take into consideration the ethical issues relating to the design and manufacture of products