Canned Food Drive Service Learning
The Anatomy of Malnutrition
Learning Objectives: Students will learn the anatomical effects of malnutrition. Students will
also investigate the outcome of prolonged nutritional deficiencies during development.
Students typically understand anatomical parts with little difficulty. However, many
students struggle with the interdependence of organ systems. A common student misconception
assumes organs work in isolation. I overcome this obstacle by providing real life examples in
interactive physiology. For example, someone who is starving often experiences slow wound
healing. This is an interaction between the immune, cardiovascular and integumentary system.
Beta’s annual canned food drive provided an excellent learning experience where students could
actively investigate nutrients. To stimulate interest, I also recruited faculty, local agencies and
parents in this endeavor to emphasize the importance of community.
In so doing, they learn how organ systems function and it provides a service learning
opportunity for students.
Equity and Access: It’s imperative that all students could participate in this activity regardless of financial status.
To address this, food donation was encouraged but not required. I also provided students opportunities to research
in class the media center. Instead, students were recruited to collect canned goods school wide and serve as
ambassadors against hunger. I assigned each student group a various nutritional deficiency and they respond to
those cases. This keeps all students engaged throughout the lesson and provides accountability for all.
Nutritional Requirements: Iron, Thiamine, Protein, Folic Acid
Possible Symptoms:





System
(Red
Blood
Cells,
Bloating & swelling of joints
Thrombocytes (Platelet Formation)
Mental/Neurological Delay
and new skin cell regeneration
Pallor
(stratified squamous epithelium).
Stunted Growth
 Reproductive System Birth DefectsSlow
Wound
Healingfrom malnourished mothers
Cardiovascular & Integumentary
 Students will create a “case study” of a patient that experiences hunger and suffers from
the following minerals deficiencies:
 http://haspi.org/curriculum-library/A-P-CoreLabs/Culminating%20Activities/Labs%20&%20Activities/18a%20Writing%20a%20Me
dical%20Case%20Study.pdf
Why are people starving? http://webquest.nobelity.org/issues/nutrition/read/
Canned Food Drive Service Learning
The Anatomy of Malnutrition
Questions
1) How do nutritional deficiencies affect Anatomy?
For each nutrient (Calcium, B12, Thiamine and Folic Acid), provide 3 examples of how they
could affect Anatomy.
Ex) Calcium deficiency often results in Ricketts or skeletal malformation in children.
2) Is it possible for an obese individual to be malnourished? How so?
 Chart your daily intake for 3 days of these minerals and compare how these are different
than someone who is chronically hungry.
 http://www.iom.edu/Activities/Nutrition/SummaryDRIs/~/media/Files/Activity%20Files
/Nutrition/DRIs/5_Summary%20Table%20Tables%201-4.pdf
 NUTRIENTTABLE
Mineral
Day 1
Day 2
Day 3
RDI
Calories
1300 mg

Calcium

B12

Thiamine

Folic Acid
Chosen Mineral


http://haspi.org/curriculum-library/A-P-CoreLabs/Culminating%20Activities/Labs%20&%20Activities/18a%20Writing%20a%20Me
dical%20Case%20Study.pdf
3) REFLECTION: Students will create a “case study” of a patient that experiences
hunger and suffers from the following minerals deficiencies:
Why are people starving? http://webquest.nobelity.org/issues/nutrition/read/
a)How did this nutrient journaling affect your view on world hunger?
b)What types of food could you incorporate into your diet to improve your own health?