Fernando M. Reimers et a].

parts of the world eat. (Pick a good mix from across the world and across
different SES). The teacher presents a fictitious dietary chart and uses that
to count the calorie counts of foods (http://www.thecaloriecounter.com/),
to discuss the concept of a minimum calorie requirement, and to examine
issues related to nutrition and poverty.

The students are asked to answer the following questions:

How long can they go without food?

Why is food important to them?

What would they do if they couldn’t access food?

What could they not do if they didn’t have access to food?

:‘RWPT‘

The teacher draws links between food, school attendance, learning,
livelihoods, and, most importantly, good health. The teacher further
elaborates on the concepts of calories, food for energy, undernourish-
ment. Through this activity, the teacher helps the students distinguish
between concepts associated with hunger, overeating, malnutrition, and

starvation.

Activity 5.5.8

Escalating Food Prices and Who’s Affected the Most
The teacher then divides the students into two groups, one of which will
live on $1.25 a day and one of which will have a higher budget. He or she
presents a scenario in which students have a defined budget, but the prices
of food are escalating. The students are provided with food costs and are
asked to cut out food items from their budget. They should be asked what
they will choose and why. The teacher compares what the two groups can
afford and what they will cut out and highlights the fact that those with a
budget of $1.25 a day can barely afford anything.

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