More Milk Zuri?!

Follow the story of Zuri’s quest - how can genetics help her to produce enough milk for all of the children in her village?
This resource has been designed for pupils aged 8 to 14 years old and has interdisciplinary curriculum links with science, social science, literacy and sustainability.

More Milk Zuri?! is a story which explores how genetics can be used to help an African cow produce enough milk for all the children in her village.

This interdisciplinary learning resource has been designed for pupils aged 8 to 14 years old and has science curriculum links with cells, inheritance and topical science as well as linking in with social science, literacy and learning for sustainability. 

The story told in the comic is based in East Africa.  Many of words that the author of the comic used are Swahili and even some of the characters names have Swahili meaning.

have worked in Tanzania in the past and wanted to make a comic that was sympathetic to the traditional African storytelling style. We decided to give the three main characters in the comic African names like ‘Zuri’, which is Swahili for ‘beautiful’, ‘Busara’, which means ‘wise’ and ‘Elewa’, which means ‘understand’.

Eliza Wolfson Comic author and illustrator

The comic has also been translated into Swahili – the official language of East Africa – schools in Kenya, Tanzania and Uganda are able to access this classroom resource.

What does the resource include?

  • Pupil worksheet for each learner to document their learning (can be use for assessment)
  • More Milk Zuri?! Comic to introduce the lesson
  • Teaching Guide to provide support and information for teachers using the resource
  • Class Presentation for teachers to use with their learners in the classroom
  • Real-Life Research Non-Fiction Reading Text to be used to talk about the real-world science that is happening at The University of Edinburgh
  • More Milk Zuri?! Game a table top game that pupils use to select bulls with different qualities and characteristics, to produce future generations of cows that are healthier and more productive.

  • give young learners the opportunity to engage with real-life science
  • to show how science can be used to solve real-world problems
  • provide access to current scientific research
  • promote inspiration around STEM subjects and careers in STEM

Through bringing this resource into your classroom, your learners will have the opportunity see how science can be used to solve real-world problems:

  • developing their knowledge and understanding of DNA and inheritance
  • exploring global issues and global citizenship
  • revealing other cultures and stimulating curiosity and self-reflection
  • exploring sustainable practicies in farming and food security
  • exercising critical thinking skills through discussion and problem solving
  • strengthening their communication skills through working with their peers and sharing their ideas and experiences

Science Scottish Curriculum for Excellence (Second and Third Level)

By exploring the characteristics offspring inherit when living things reproduce, I can distinguish between inherited and non-inherited characteristics. SCN 2-14b

Through research and discussion, I have an appreciation of the contribution that individuals are making to scientific discovery and invention and the impact this has made on society. SCN 2-20a

I understand the processes of fertilisation and embryonic development and can discuss possible risks to the embryo. SCN 3-14a

I have collaborated with others to find and present information on how scientists from Scotland and beyond have contributed to innovative research and development. SCN 3-20a

Literacy Scottish Curriculum for Excellence (Second and Third Level)

When I engage with others, I can respond in ways appropriate to my role, show that I value others’ contributions and use these to build on thinking. LIT 2-02a

To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text and use supporting detail. LIT 2-16a

To show my understanding, I can respond to literal, inferential and evaluative questions and other close reading tasks and can create different kinds of questions of my own. ENG 2-17a

When I engage with others, I can make a relevant contribution, encourage others to contribute and acknowledge that they have the right to hold a different opinion. I can respond in ways appropriate to my role and use contributions to reflect on, clarify or adapt thinking. LIT 3-02a

To show my understanding across different areas of learning, I can:

  • identify and consider the purpose, main concerns or concepts and use supporting detail;
  • make inferences from key statements; and
  • identify and discuss similarities and differences between different types of text.  LIT 3-16a

To show my understanding, I can comment, with evidence, on the content and form of short and extended texts, and respond to literal, inferential and evaluative questions and other types of close reading tasks. ENG 3-17a

Social Studies Scottish Curriculum for Excellence (Second and Third Level)

By comparing my local area with a contrasting area outwith Britain, I can investigate the main features of weather and climate discussing the impact on living things. SOC 2-12a

By comparing the lifestyle and culture of citizens in another country with those of Scotland, I can discuss the similarities and differences. SOC 2-19a

I can identify the possible consequences of an environmental issue and make informed suggestions about ways to manage the impact. SOC 3-08a

I can compare the social and economic differences between more and less economically-developed countries and can discuss the possibilities for reducing these differences. SOC 3-11a


Creative Commons Licencing

This work by University of Edinburgh is licensed under a CC BY-NC-ND Creative Commons Attribution 4.0 International License. 

The illustrations were generated by Eliza Wolfson and are licensed under the following agreement:

Eliza Wolfson/CC/BY/NC/ND/4.0/2020 to find out more visit https://lizawolfson.co.uk/ @Eliza_Coli

Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

Non-Commercial — You may not use the material for commercial purposes.

No Derivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.


If you use this resource please show us your work by tweeting @EBSOClab @CTLGH_info #MoreMilkZuri

If you have any questions about this resource please email ebsoc@ed.ac.uk

More Milk Zuri?! classroom resource was produced by the Easter Bush Science Outreach Centre, Roslin Insitute and Centre for Tropical Livestock Genetics & Health, using facilities funded by the Biotechnology and Biological Sciences Research Council (BBSRC), part of UK Research and Innovation.

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