Food for Life. Healthy food. Too much food. Not enough food. Unhealthy food. Global Education

Food for Life About this poster Food is a basic human right. We can’t survive without it. It’s vital that people can access the quantity and quality o...
Author: Vivian Wright
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Food for Life About this poster Food is a basic human right. We can’t survive without it. It’s vital that people can access the quantity and quality of food they need for a healthy life. When one out of every seven people goes hungry there’s something wrong. Everyone needs food for life. This free poster is designed to engage young people with fun learning activities that enlarge their world view. Schools or groups doing the 40 Hour Famine, or other social action to eliminate hunger, can use this poster to: raise awareness of global hunger issues; develop understanding of how children’s lives are affected by hunger in other parts of the world; and encourage active, global citizenship. It can be used with topics relating to: food, nutrition and healthy eating; access to food; poverty and food aid; sustainability; famine and hunger. Find other resources that can be used with the Food for Life poster at: www.worldvision.org.nz/foodforlife Order more copies of the poster (maximum 10 per order) from: www.worldvision.org.nz/educationshop World Vision, Private Bag 92078, Auckland 1142 Ph 0800 800 776 Fax 09 580 7799 Email [email protected] Global Education

Photo activities To do these activities you need to: cut out the photos and captions separately; and enlarge/copy the captions and photo information. If you only have one poster it is best to photocopy the back pages first to use later. They can also be downloaded from: www.worldvision.org.nz/foodforlife A. Activate interest Organise students into groups and hand them a photo. Ask them to discuss what activity is taking place in their photo. Predict what might have happened before and after the photo was taken. As a group practice miming what they decided. Perform each story for the class. Reveal the actual story behind the photo by reading the photo information. B.

Inquiry focus Use the photos to begin an inquiry. Explore the photos and learn more through the captions and information to widen students’ awareness of food issues that other children face.

C. Question time Students choose a photo and write down any questions they have about what is happening. Hand out or read the photo captions. Answer any questions they can using this information. Write down any new questions. Hand out or read the photo information. Answer any questions they can using this information. Write down any new questions. Review their questions and circle any they would still like to find answers to. Discuss other places they could look for these answers and allow time for students to do this. D. Sorting In groups, students sort the photos they think belong together. Discuss their criteria. Try a different sorting criteria and discuss. Note: allow students to put to one side any photos that don’t quite fit their criteria. Possible criteria: types of food, types of activity, locations, environment, clothing, people in photo. E.

In my own words Students choose one photo they find interesting and tell others in their group why they chose it. Imagine you are the child in the photo and write a speech or thought bubble describing what you are thinking and feeling.

Learning activities F.

Our food Students record the food they eat on a school day and on a weekend day. Draw a chart with two columns: Needed for good health / Extra food. For each day, write the food items in the column they best fit. Use information about healthy food to help them. What have they discovered? What changes could they make?

G. Food map Design a map to find out where families get their food from. Record the supermarkets or other food outlets they use (market, butcher, bakery, takeaways, etc) as well as food sourced in other ways (neighbours, grown at home, gifted, etc). Enlarge a town or neighbourhood map that covers students’ responses. Locate and label the food sources with a description of food items. Write a map title and a paragraph summarising where they get their food from. H. Food hunt Investigate which countries students’ food comes from. Check food items at home for non-perishable (tinned food, cereals, packets, etc) and perishable food (fruit and vegetables). List each item and its country of origin (USA – oranges, grapes; Philippines – bananas; Australia – peanut butter, etc). On a world map label each country with the food sourced there. Write a map title and a paragraph summarising Healthy food where their food comes from, noting any trends. I.

Food quadrant Before you begin learning about global hunger, discuss where children in New Zealand might fit on the quadrant shown. Discuss where children in other places of the world might fit. During your learning repeat this activity using the children in the photos and quotes and placing them on the quadrant. How does what you found out fit with what you originally thought about children in other places of the world?

‘Food for Life’ poster

Too much food

Not enough food

Unhealthy food

1 World Vision New Zealand

J.

What does this word mean? Build a list of ‘hunger’ and ‘food’ words. Highlight the words you need to find out more about or are using frequently. Discuss their meanings, link word families, and find opposites to help understanding. Keep adding to this list as you keep learning.

K.

In my own words Discuss times when students have been really full or hungry or had other memorable food experiences. Enlarge a selection of appropriate quotes from pp.4–5. Read or listen to these quotes and display them. Students make their own version using a photo or drawing of themselves. Write speech bubbles describing what they think about the food they eat and how it affects them. Use starters like: When I am feeling hungry… When I am feeling full…

L.

How much food do we need? Plan a breakfast menu that provides around 25% (2,300kJ) to 30% (2,770kJ) of the daily energy needed for a child aged 7–12 years. Look at cereal packets, breads, spreads and drinks to find out which foods have lots of kilojoules and which don’t. Decide on quantities that will fit within this total. Publish your menus for others to use.

M. What happens if we don’t get enough food? Decide if any quotes and photos might be describing starvation or long-term hunger and display them under these two headings. Decide on headings for the remaining photos that are positive and don’t fit under these headings. N. Measuring hunger Make your own Mid-Upper Arm Circumference tape (MUAC) following the example on p. 6. The full-size template can be printed from www.worldvision.org.nz/foodforlife. Alternatively use a flexible dressmaking tape measure. Colour in the bands of colour following the labels. In pairs or threes, students practice measuring arm circumferences following the instructions. Find out what the average is for the class, for boys, and for girls. Use the growth charts available in the Child growth section of the World Health Organisation’s (WHO) website: http://www.who.int/childgrowth/en/ Growth reference, 5–19 years http://www.who.int/growthref/en/ BMI-for-age (5–19) Height-for-age (5–19) Weight-for-age (5–10) Plot students’ height and weight on the charts to see if they are average for their age. Be sensitive towards students at the lower and upper ends of the charts by doing this as an individual or anonymous activity, or explaining that not everyone can fit an average. O. Hunger facts Enlarge and cut out the different hunger facts to display around the room or use in groups for discussion and inquiry starters. P.

Hunger hot spots Graph the data in the Table 1 on p. 7. Locate the 23 countries on a world map. Discuss the patterns you notice about their locations. Where are the worst countries with four or more undernourished children in every 10 children? Which region has the most countries with undernourished children? Match photos 1, 2, 5, 10, 11 and Al Amin’s story on p. 8 to the five hunger hot spots. Check the CIA World Fact Book website to find out why these countries are hunger hot spots: https//www.cia.gov/library/publications/the-world-factbook/PO.

Q. Where is the food Buy four 1kg bags of rice. One bag needs to be opened. Use kitchen scales to measure the daily quantities from the third column in Table 2 on p. 7. Record or photograph each quantity so the rice can be reused. Alternatively graph the data in Table 2. Which regions of the world are below, equal to, and above the global average of 930gm cereal per day or 340kg per year? The 8400kJ per day this provides is only for cereals so adding other food groups would meet someone’s daily food needs. What reasons could explain the above and below average results? Does this support your explanation? For a list of regions with matching countries go to: www.worldvision.org.nz/foodforlife R.

Al Amin’s story Enlarge the cartoon on p. 8 onto A4 to use with reading groups. Students read Al Amin’s speech bubbles with the teacher reading the story. Make your own cartoons using digital photos of the students to describe a hunger or food story from students’ own experience; or turn the children’s quotes pp. 4–5 into a cartoon with hand-drawn pictures. These could be created on paper or on the computer.

S.

Extreme makeover in Tanzania Illustrate the facts with bags of rice or maize, school books, houses or other symbols. Scale the graphics in relation to the percentages. Write ‘before’ and ‘after’ descriptions of Iselamagazi using this information to help you. Prepare a role play. Imagine you are a person, e.g. community worker, teacher, mother, or farmer, who has lived to see the changes that the community and World Vision have made. Write a story telling how your life was before everything changed then describe the difference the changes have made in your life. More data and photos are available from: www.worldvision.org.nz/foodforlife

T.

Food for life: Sort the poster photos and quotes into examples of short-term food aid, long-term food security and those that are both or neither. Consider the advantages and disadvantages of both. Discuss which is the best approach considering things like: the urgency of people’s needs; the cost of supplying food aid; people’s dependency on aid; and future food needs.

U. Social action Consider participating in a social action project that helps students understand how children overseas live. World Vision’s Worldbuddies programme offers regular, child-friendly learning experiences that connect students with their family or school’s sponsored child so they understand how they are making a difference in the life of that child and their community. www.worldbuddies.org.nz For social action that addresses global hunger, the 40 Hour Famine gives students an opportunity to raise funds for emergency food aid and long-term solutions to hunger: www.famine.org.nz V.

Lunch challenge Choose a lunch challenge to finish your learning about food and hunger. (i) Create a lunch with food that has been grown or produced in New Zealand. (ii) Hold a cultural day and share food from around the world. (iii) Create a lunch that only costs $1.50 per person. Before deciding the menu consider food options and investigate costs. Charge $2 or more and donate profits to a foodbank or an organisation fighting hunger such as World Vision.

‘Food for Life’ poster

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Photo information 1

Good food for a healthy baby, Bangladesh Four-year-old Shompa watches her mother feed some nutritious cereal to her three-month-old baby sister. Shompa doesn’t remember her older brother. He was very malnourished when he was born because her mother wasn’t getting enough nutritious food. So he died when he was 13 months old. Shompa’s baby sister is healthy because her mother has been going to classes where she learns about healthy living and receives extra food from the health workers.

2

Selling food to earn money, Cambodia Minea is 11 years old and in Year 5 at school. Her mother received a small loan from World Vision to help start a business. First she bought a sewing machine to make and sell clothes. She started a small grocery shop and sells food. The money she earns helps to provide the family with enough healthy food and other things that improve their lives.

3

Farming fish to eat and sell, El Salvador 10-year-old Nilson holds up two fish from his family’s fish farm. Nilson works on the farm after school to help his father. His family set up the fish farm and a chicken farm with help from World Vision. The fish and chicken they get from the farm help to make their meals more nutritious. They also earn money by selling fish to other families in the area.

4

Digging cassava to make bread, Uganda Calvin is nine years old. One of his chores is to help in the family’s garden. His father digs up cassava tubers which the family peel, dry and grind into flour to make bread. Farmers like Calvin’s father received quality seeds and cassava cuttings from World Vision to help grow enough food for their families. Cassava doesn’t need fertilisers or much rain to grow and the tubers and leaves both provide food. Calvin’s family sell plant cuttings to earn extra money and use the stems as firewood to save cutting down trees.

5

Checking for signs of hunger, East Timor Dilsia is five years old. She is at the World Vision nutrition centre being weighed and measured. Her mother goes to classes where she learns how to prepare nutritious meals using local food that is cheap and easy to get. She tries to feed her children three times a day but they don’t have rice very often. Dilsia is 94.5 centimetres tall and weighs 12 kilogrammes. Her upper arm circumference measures 11.4 centimetres. This means she is still malnourished but is much healthier than she used to be.

6

Growing vegetables, Zambia Five-year-old Ivy shows the cabbage her family grew in their garden. World Vision gave sponsored children like Ivy packets of vegetable seeds to plant and look after. They learned new skills like making compost to make sure the plants grow well. The children like helping in the garden knowing that the food they grow will become something good to eat for dinner.

7

Too hungry to learn, Swaziland Grace is in her first year at primary school. She came to school hungry because her mother was too sick to cook. She was hungry and couldn’t concentrate so the teacher let her sleep. Fortunately her school has a lunchtime feeding programme where she’ll get a cooked meal. Many schools have started feeding programmes to help children who come to school hungry.

8

Feeding their ducks, Philippines Louie, 11, and Philip, 7, feed their family’s ducks. About 18 months ago their family received 19 ducks from World Vision. The family was selected because one child was malnourished. The ducks produce eggs which the family can eat or sell. This means the children eat better food so they’ve gained weight and improved their health. The ducks produced offspring so the family gave five of their ducks to another family to help them.

9

Free meals for hungry students, Romania Florin is nine years old. At 11 o’clock each school day Florin, his brother and two sisters get a hot meal with 120 other children at the school canteen. His family don’t eat in the morning because high food prices mean their mother can’t afford to buy enough food. After school there are extra activities to help the children improve their learning.

‘Food for Life’ poster

3 World Vision New Zealand

10

Fresh milk from goats, Mali Kanuya and her family received two female goats a year ago. The goats gave birth to two more female goats. The goats provide them with nutritious milk to drink and use in meals. Kanuya’s parents hope to grow their herd so they can sell any extra goats in the market to earn money for other things. They will also be able to eat goat meat for special occasions. Milk and meat are good sources of protein. Protein is essential for growth and good health.

11

Planting rice twice a year, Lao Seven-year-old Somphet works with others from his village planting rice. Rice grows in paddy fields that are flooded with water. A year ago the villagers built a dam using wire cages of rocks to redirect water from a nearby creek into their rice paddies. The extra water means they can grow two crops of rice a year. Now there are no food shortages and everyone has enough food. Their homes and health have improved and the children can go to school regularly.

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Watering the maize crop, Malawi Fatsani is nine years old and in Year 5 at school. He enjoys playing soccer and tag. After school he works on the treadle pump that brings water from wetland areas through pipes onto the maize crop. When he steps on the boards, the bicycle chain underneath pumps the plungers in the water pipes. The family grows two or three crops a year, instead of one, because they can water their fields even when there’s no rain. They have plenty of food. Treadle pumps don’t cost anything to run. When they have enough money Fatsani’s mother wants to buy an engine to do the pumping.

In my own words Selloane (5-year-old girl) – Lesotho

Wanda (11-year-old boy) – Zambia

“Often we eat twice instead of three times a day. Sometimes I’m hungry and there’s no food at home. When we don’t have food, I go to my relatives’ house to eat. My mum sends me. I don’t know why the ground is so dry. When it rains, I like to play in the rain. But I can’t remember now when it rained last.”

“I miss classes because I have to go into the bush to collect musika (fruit), busala and masabayu (roots) for storage before other people take it all. I want to store as much as possible so that my family does not die of hunger.”

Charmaine (7-year-old girl) – Zimbabwe Charity (11-year-old girl) – Zambia “I can’t stay home because of hunger. If I do that my hope to become a nurse and revive the family will be in vain. I have to carry on. I am now used to living this kind of life and eating what we are eating but I can’t stop going to school.”

‘Food for Life’ poster

“Before I could not stand the taste of the wild fruits we eat called masau. But now that there is nothing else to eat, I appreciate them. I used to be quite choosy not eating many things, but now I eat anything. Whatever my parents provide, I just eat regardless of whether I enjoy it or not. These days we only have an evening meal. During the day we have to eat masau and drink lots of water.”

4 World Vision New Zealand

Florin (9-year-old boy) – Romania

Kulow (7-year-old boy) – Kenya

“The food is very tasty in the canteen. Apart from the mushrooms cooked in white sauce, I like everything. Sometimes, I ask for another portion. We receive sweets, a banana, an orange and a cake. I love the bananas, but my mother can’t afford to buy these. All the money that I collect singing carols at Christmas I use to buy bananas for me and my brothers. I want to finish school and become a truck driver. It is a very well paid job and I will visit all the countries of the world.”

“I like the corn-soya mix from World Vision. I like it even more than milk! It’s very sweet. My brother Mohammed likes it too. It fills my belly. When I go to sleep at night, my belly is full. I’m full all the time when we have food. When we don’t I’m hungry. I like our goats the best. I cried when our goats died. I want a big white goat. And a real ball to play football. I like to play football with my brother. Mohammed is my best friend.”

Tchaona (13-year-old boy) – Zimbabwe

Nilson (10-year-old boy) – El Salvador

“When I was hungry I spent the day at home, not doing anything. I felt as if I was sick. I missed two days of school. My father doesn’t have enough money. We don’t have livestock. There was no rain last year so our crops wouldn’t grow. At my school's feeding programme I like to eat beans and barley. It gives me power in my writing.”

“I am thankful that the World Vision project helped my dad because he received fish eggs and chickens. Now we can eat fish and chicken. This is also an income source because people come here to buy fish from my dad. When I am not at school I help him with the chicken farm. I also help him with the fish.”

Nomusa (12-year-old girl) – Zimbabwe “Because of hunger, I was unable to learn well in class. I wished that I could get better grades but I would often faint as I was feeling weak. My teacher would give me two biscuits and give me some time to recover outside of class. I would miss out on some lessons and then when the tests came I wouldn’t perform well. I also had no energy to play with the other children at break time, even though I wanted to play. What made me more sad was that other children didn’t want to play with me because they thought I was sick. When World Vision started to bring us food here at school, all this changed. My grades improved and I came sixth in class instead of 31st. Now I have all the energy to play with friends at break time after we eat our food and I’m not lonely anymore.”

‘Food for Life’ poster

5 World Vision New Zealand

Food needs

How much food do we need? Kilojoules per day (kJ)

Food gives our bodies the energy we need to stay alive, to grow, be healthy, to think and to move around. The amount of food a person needs depends on their age, size and how active they are. The aim is to balance your energy in with your energy out by eating enough for the activity you do. If you use more energy than you eat or drink then you lose weight. If you use less energy than you eat or drink then you gain weight. The amount of energy food gives is measured in kilojoules (kJ).

12,000 11,000 10,000 9,000 8,000 7,000 6,000 5,000 4,000 3,000 2,000 1,000 0

11,760

9,240

9,240

7 – 12 years

Teenage girls Active women

6,720

3,360

Baby

2 – 6 years

What happens if we don’t get enough food?

Teenage boys Active men

When your stomach grumbles and you get an empty, tired feeling, your body is telling you it needs food. If you eat something you feel better because your body has the fuel it needs to keep going. But what happens if there’s no food around or you can’t afford to buy it? Our bodies need the right amounts of a variety of foods to be healthy. When children don’t get enough food they feel tired and lack energy to play and learn. They stop growing properly and become stunted – shorter than they should be. Hunger also slows their brain development and learning. They get sick more easily because their bodies can’t fight infection. As they become weaker, their muscles start wasting so they look very thin. Eventually they may die from something like dehydration caused by severe diarrhea. Hunger is not always easy to measure. Here are some terms related to hunger: Starvation

Extreme hunger from getting very little food for a few weeks or months.

Long-term hunger

Not getting enough good food over several years. Children don’t look like they are starving but they don’t grow properly, have low energy and get sick easily.

Malnutrition

Not getting the right amounts of the right food. Undernourished people don’t get enough food and overnourished people get too much.

Stunting

When a child does not grow due to a poor diet. Measured by low height for their age.

Wasting

When the body uses its own tissue to get the nutrients it needs so the person begins to waste away or get thin. Measured by low weight for their height.

Measuring hunger Health workers check whether children aged one to five years are undernourished. They measure the child’s height and weight and the circumference of the child’s upper arm using a Mid-Upper Arm Circumference tape (MUAC). MUAC tape used to measure hunger in children aged one to five years.

Red Less than 12.5cm Severe malnutrition Give high-energy food immediately

6

7

8

9

Yellow band From 12.5 to 13.5cm At risk Give extra food

Green 13.5cm or more Low risk Monitor growth

10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

How to take a Mid-Upper Arm Circumference measurement Child Healthworker Child Healthworker

Bend your left arm and hold your hand flat against your stomach. Find the bone at the tip of the shoulder. Use the tape to measure from this bone down to the tip of the elbow. With a pen, mark the middle point on the arm. Let your left arm hang by your side. Wrap the tape loosely around the arm where the pen mark is and slip the thin end through the opening. Do not pull the tape so it pinches or leave it too loose as this will give a wrong measurement. Record the measurement showing in the window to the nearest millimetre mark.

‘Food for Life’ poster

6 World Vision New Zealand

Hunger facts

1 in 7 people in the world are undernourished (over 900 million people).

1 in 4 children in the developing world are underweight.

Child deaths due to hunger

Calendar

The price of rice

10 each minute One every 7 seconds

each year

13,698 each day

JAN UAR Y 20 NZ$ 08 7,40 74 ce 3 a tonn e nts a kg

Over three billion people, nearly half the world’s population, depend on rice as their main cereal. But rice prices have risen a lot, increasing the number of people who are going hungry.

570 each hour

5 million

1 in 3 children in the developing world experienced stunted growth because of poor nutrition.

APR IL 20 NZ$ 08 1,49 5 $1.4 a tonne 9ak g

Hunger hot spots One way to find places in the world where hunger is a severe problem is to look at the percentage of children in a country under five who are undernourished. These are children who don’t have access to enough food to stay healthy. Table 1: Countries where more than a third of the children under five are undernourished Africa

In every 10 children

Africa

In every 10 children

Asia

In every 10 children

Niger

4.4

Somalia

3.6

Bangladesh

4.8

Madagascar

4.2

Mali

3.3

East Timor

4.6

Sudan

4.1

Mozambique

3.2

India

4.3

Eritrea

4.0

D R of Congo

3.1

Lao

4.0

Burundi

3.9

Angola

3.1

Afghanistan

3.9

Ethiopia

3.8

Other

Nepal

3.9

Chad

3.8

Yemen

4.6

Pakistan

3.8

Burkina Faso

3.0

Marshall Islands

3.2

Cambodia

3.6

Source: UNICEF (2007) The State of the World’s Children 2008 Table 2: Regional cereal production 2005 Cereal produced per capita Region

Per year

Per day

North America

1330 kg

3.64kg

Latin America, Caribbean

280 kg

770gm

North Africa

190 kg

52gm

Sub-Saharan Africa

120 kg

33gm

Europe

640 kg

1.75kg

Western Asia

340 kg

930gm

South-Central Asia

190 kg

520gm

East and SE Asia

300 kg

820gm

Oceania

1090 kg

2.99kg

‘Food for Life’ poster

Where is the food? There is enough food produced in our world to feed everyone but the problem is that it’s not produced in places where it is most needed. Cereals like wheat, rice, maize or corn are the main food in most people’s diets. They provide a good measure of how much food is being produced in different areas of the world. Cereal production has grown roughly in line with the world’s population. In 2005, the world produced about 2.2 billion tonnes of cereal. If this was divided equally between the world’s population of 6.5 billion people, each person would get about 340 kilogrammes of cereal a year. This is about 930 grammes (8400 kilojoules) a day which is a bit more than one loaf of bread.

Source: Erik Millstone and Tim Lang (2008) The Atlas of Food: who eats what, where, and why 7 World Vision New Zealand

“My name is Al Amin and I’m six years old.”

“I was hungry a lot. Sometimes we only ate one meal a day.”

Al Amin’s story Al Amin lives in Bangladesh with his mother and baby brother Masud Akter. His mother works hard but they are very poor.

Since Al Amin was a baby he hasn’t had enough food so he hasn’t grown as well as he should.

“My school is from 9am to 12. I play ball after school with my friends.”

“I like apples but I haven’t had one for a long time.”

“I wake up at six in the morning and eat rice with spinach.” A year ago, Al Amin’s mother got help from World Vision health workers who gave her extra food.

She also learnt about healthy food that doesn’t cost much and how to cook it.

Masud Akter is much healthier than Al Amin because he hasn’t been hungry. Their mother ate better food before he was born and he gets enough food for a growing baby. He’s had a much better start in life than Al Amin.

Extreme makeover in Tanzania Emergency food aid is essential to save lives when people don’t have enough food. But aid and development organisations also want to make sure families have access to enough safe and nutritious food so they don’t need food aid.

Iselamagazi’s story • 12 villages (300 square km) • 36,381 adults and children

With funds from New Zealand child sponsors, World Vision has been changing lives in Iselamagazi, Tanzania, since 1991.

• The people worked with World Vision for 17 years on: health, education, agriculture, water, and food security

Table 3: Changes in Iselamagazi

• Trained community leaders now mange the development started with World Vision In 1991 was

In 2008 is

Malnutrition in children aged under five

41%

0.8%

Households with enough food all year

10%

50%

Incidence of preventable disease

89%

23%

Maize grown per acre

2 bags

12 bags

Rice grown per acre

7 bags

15 bags

School enrolment for school-age children

50%

99%

Exam pass rates

1%

52.6%

Source: 2008 www.worldvision.org.nz/iselamagazi ‘Food for Life’ poster

8 World Vision New Zealand