1.1 What details do you remember most about the video & article?
1.2 Describe what happens when the airports shut down.
1.3 Can you list three steps in the flower supply chain?
1.4 How did Royal Flora Holland attempt to stabilize flower prices at first?
1.5 Which three EU countries imposed Covid-19 regulations causing the collapse of the flower market?
1.6 Holland produces and auctions flowers, but roses in particular come from which other countries?
1.7 Describe three different kinds of people who were affected by the collapse of the flower market
1.8 Describe how these people were affected by the collapse of the flower market.
1.9 How has the Port of Rotterdam been affected by the slowdown in industry?
1.10 What are “Reefer Containers”?
1.11 Which two ports in Europe and which two ports in the USA are suffering the most from reduced container volumes?
2.1 How would you explain / describe the importance of a smoothly running supply chain?
2.2 Since people cannot eat flowers, do you think that the flower market is maybe a waste of energy and money?
2.3 How can you validate the use of refrigerated warehouses, trucks and airplanes in transporting flowers?
2.4 Do you trust the sources of this articles to be objective and factual?
2.5 What resources could you use to research alternatives to the existing supply chain?
3.1 What would happen if Schiphol shuts down again because of a second winter wave of Covid-19?
3.2 How could you generate a plan to keep the flower supply chain open safely in the midst of a pandemic?
3.3 How could you change/improve the flower market to avoid the downfalls of a disrupted supply chain?
3.4 How could you change/improve the flower market to make the supply chain more environmentally friendly?
3.5 Devise a way to market local flowers as an alternative to internationally sourced flowers.
Core assignments for students
Recommended by teachers
Brainstorming | Group activity
A clear problem definition marks the starting point.
In each group, one student will note down the reactions, ideas, views, etc. of the others. The various opinions are not dealt with in any depth.
After a while, the group discusses the proposed solutions and picks out the best of these.
The various ideas are grouped conventionally in an easy-to-understand web diagram.
Case method | Cooperative learning
Concrete, realistic situations are individually analysed; afterwards, the resulting vision is presented and discussed in the group.
The individual’s vision is reappraised after seeking additional information. The different visions are selected and appraised.
Learning discussion (or evaluation or discussion method) | Dialogue
Students learn how to find solutions for themselves (via diagrams, plans, outlines, etc.)
Discussion (individual or as part of a group) about the learning experiences of the student; the teacher acts as moderator and remains in the background. The emphasis is on (learning) how to identify learning moments: what could have been improved and how?
Student-led class discussion | Dialogue
A dialogue which is primarily student-led; this activity is primarily process-oriented.
Ideal for forming a personal vision and learning how to make subtle distinctions. As a rule, students communicate directly with each other; the teacher remains in the background.
Tip? Define the scope of the subject, help students to formulate decisions, conclude with an evaluation.
Teacher-led class discussion | Dialogue
A carefully managed dialogue in which students - through questioning - are invited to contribute their own ideas in a direction desired by the teacher. Effective control of the questioning is crucial.
Tip? Ask clear-cut questions, try to involve all the students, probe further, etc.