In this activity, I wanted to relate the concept of food sovereignty to Minecraft, as it is a tool that helps me create the perfect scenario to explain this concept.

How would I work in the classroom?

Session 1

First, I would explain the concept in the form of a definition, providing examples and supporting myself with drawings. Afterward, the students would draw everything they have understood about the concept. Then, to continue with Minecraft, I would divide the large group into small working groups to present the project, which would consist of:

• Group 1: Creating large fields for crops (cutting down a forest and planting different types of plants like wheat or potatoes).
• Group 2: Creating a large farm with many animals, a truck, and a slaughterhouse.
• Group 3: Creating a port and a boat.
• Group 4: Creating a city (including a supermarket).
• Group 5: Creating a small farm and local trade.

Session 2

Then, the students would draw everything they have understood about the concept.

• Researching information on the dangers of mega-farms and greenhouse gas production.
• Continuing with the map.

Session 3

• Creating a short film explaining some issues.

Specific skills worked on GVA

It is important to clarify that this would be an activity carried out in the third cycle.

• FROM THE NATURAL, SOCIAL, AND CULTURAL ENVIRONMENT: CE 1, CE 2, CE 3, CE 4, CE 5