MISSION:
UGANDA WITH
TYSON CHANDLER
Lesson: Malnutrition Around the World
Objectives
Time: 20-30 minutes
Students will:
Vocabulary
nalyze a map to determine malnutrition
• Arates
in various regions and countries of
what malnutrition looks like
• inUnderstand
Uganda and the U.S.
• Human rights
• Malnourished
• Nutrition
• Severe malnutrition
Set-Up
Materials
the world.
roject or distribute Malnutrition Around
• Pthe
World Map.
repare computers or tablets with internet
• Paccess.
• Gather supplies under Materials.
Optional) Reproduce the handout, Tackling
• (Malnutrition
in Uganda, one per student.
• Pencils
• Computer and Internet access
• Interactive whiteboard or projector/screen
Optional) Tackling Malnutrition in
• (Uganda
handouts
Directions
1. Project or distribute the Malnutrition Around the World Map so that all students are able
to view it. Ask for a volunteer to read aloud the following explanatory note and make sure students
understand what the map signifies: “This map shows the percentage of children under age 5 that
suffer from severe malnutrition. When children experience a sudden drop in the nutrition they are
getting from food, they can lose too much weight in a short time. This can make it hard for children
to fight off disease and for their bodies to function properly. Severe malnutrition is most common in
children from one to three years of age.”
MISSION:
UGANDA WITH
TYSON CHANDLER
2. In pairs, have students analyze the map and answer the following questions:
hich continent has the most countries with serious or critical levels of severe malnutrition?
• W
How many countries are there at these levels on that continent? (Africa; Nine)
dentify four countries—each from a different continent— with rates of severe malnutrition that
• Iare
“poor.” List the countries and continents below. (Europe: Albania; South America: Surinam;
Asia and Africa: multiple countries)
dentify a region or group of neighboring countries that is most in danger of a public health
• Iemergency
due to malnutrition. (West Africa: Senegal, Guinea-Bissau, Sierra Leone, Liberia)
hat is one thing that surprises you or one question you have about malnutrition around the
• W
world after reviewing the map?
hat are some issues that can arise in a country or region if severe malnutrition is
• W
not addressed?
3. Reconvene the class and review answers to the questions. Ask students what most surprised or
concerned them about the map.
4. Explain to students that around the world, just like in Uganda, people living in low income
communities often have difficulty accessing good health care. Pregnant mothers and families with
young children are especially at risk as this is a critical time in their lives when health care and an
understanding of nutrition can have a lasting impact on the lives of their children.
5. Tell students that in order to address such critical needs, organizations like UNICEF support
community-based health programs. Trained health workers visit families, instead of the other way
around. As a result, parents are informed, mothers get health screenings and nutrition education
and children get a better start in life.
6. (Optional) For homework or in a subsequent class, have students read the handout Tackling
Malnutrition in Uganda.
Teacher Tip: Now that your students
have learned something about life in Uganda,
have them earn Kid Power Points by playing a
Games from Uganda or running while learning
a folktale from Uganda, Story of the Hippos.
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