Course: Grade 12 University Biology
Unit: Population Dynamics
Topic: World Hunger and Inequities in Food Distribution
(Note: lesson plan adapted from Interactions: Journal of the Ontario Society for Environmental
Education – June 2009 issue – available in educ. library)
Curriculum Expectations:
1. Environmental Education
 Environmental education is education about the environment, for the
environment, and in the environment that promotes an understanding of, rich and
active experience in, and an appreciation for the dynamic interactions of:
 The earth’s physical and biological systems
 The dependency of our social and economic systems on
these natural systems
 The scientific and human dimensions of environmental
issues
 The positive and negative consequences, both intended
and unintended, of the interactions between humancreated and natural systems.
2. Antidiscrimination Education
 Antidiscrimination education encourages students to think critically about
themselves and others in the world around them in order to promote fairness,
healthy relationships, and active, responsible citizenship.
3. Critical Thinking and Critical Literacy in Science
 Students use critical thinking skills in science when they assess, analyse, and/or
evaluate the impact of something on society and the environment; when they form
an opinion about something and support that opinion with logical reasons; or
when they create personal plans of action with regard to making a difference.
4. “Big Ideas” for the Population Dynamics Unit
 Population growth follows predictable patterns.
 The increased consumption of resources and production of waste associated with
population growth result in specific stresses that affect Earth’s sustainability.
 Technological developments can contribute to or help offset the ecological
footprint associated with population growth and the consumption of natural
resources.
Materials:
 Coloured squares of paper to help divide students into groups
 Ontario apples (or any other fruit/food item really) – enough for each student to have one
at the end of the demonstration
 Bowls or baskets for the apples
 Laptop (with internet connection)
 Video projector


Smart board (this would be ideal but a white board or chalkboard would work)
Other resources (see “Group Work Activity”)
Preparation:
 Tables arranged in a square to allow a small group to sit comfortably and see the smart
board
 Smart board set up to show videos and use as a writing board (you could also use a
blackboard for writing the discussion questions & responses, and a laptop with a video
projector to show the videos)
 You will be showing The Miniature Earth (www.youtube.com) and a CBC news video
“What About the Food Crisis?” (www.cbc.ca)
Opening:
 Hand out coloured squares of paper as students come in the door to assign them to their
groups (each group’s table will have their colour attached to it)
 The groups have the following number of students and get the following number of
apples:
1)
2)
3)
4)

PURPLE – 10% of the class and 20 apples
GREEN – 30% of the class and 9 apples
YELLOW – 40% of the class and 4 apples
BLUE – 20% of the class and 1 apple
Have the apples ready in bowls to give to each group once they are at their tables (tell
them not to eat them right away - everyone will get one at the end to eat).
**Note: The proposed questions are only possibilities – the discussion could take different routes
depending on the reactions/responses (e.g. it could become much more community-focused vs.
global). Asking good questions is an area I need to improve upon!
Initial Discussion Questions:
 What do you notice about the way the apples are divided?
 Do you feel this is fair? Why do you feel this way?
 Do people have the right to food?
The teacher will write down any responses/ideas on the board (class brainstorming).
Video – Miniature Earth
 Approx. 3-4 min. – the video is based on the Miniature Earth Project, and looks at the
population of the earth as if it was a community of 100 people, but keeping the same
proportions we have today.
Video Discussion Questions
 What did you find interesting or surprising about the video?
 Re-visit the question: “Do people have the right to food?”
 Who is responsible for ensuring this right?
 What if people can’t afford it?
The teacher will write down several initial responses/ideas on the board but each group will also
get the opportunity to discuss these questions amongst themselves and then report back to the
class.
CBC Video – What about the Food Crisis?
 I chose to add this video to the lesson, but another resource could be substituted or this
section could be omitted.
 Approx. 6-7 min. – examines the global food crisis (Dec. 2008)
 Some potential solutions are discussed (e.g. University of Guelph scientists working on
alternative crops)
 This video will require a brief introduction to explain the context (e.g. this particular
news story is from December 2008, following the “economic crisis”)
 Pausing the video periodically to see if there are any questions and to explain any details
(e.g. some students may not be familiar with the United Nations)
Video Discussion Questions
 What did you find interesting or surprising about the video?
 Re-visit the question: “Do people (do YOU) have the right to food?”
 What if we can’t afford it?
 Who is responsible for ensuring this right?
 If you didn’t have enough food, how would this affect you?
Group Work Activity
 The initial groups can stay together (but merge the two smallest groups – approximately
4-6 students per group).
 Explain that they will be working as a group to discuss/evaluate/criticize potential
solutions to the issue of world hunger.
 Each group will have a “solution strategy” to the issue of world hunger (see below - Debt
Cancellation, Education, Technology, Distribution) accompanied by a brief explanation
and a potential problem with that solution
 The problem could be distributed after the groups have had some time to work through
the initial solution strategies.
 Extra resources available in the classroom for the students to look at – suggested
websites, books, newspaper articles, journals etc…
 Each group should be discussing the benefits of their strategy and the challenges
associated with it – why it may not be a long-term solution to world hunger on its own.
(Have them make a list of 5 benefits and 5 strategies, for example).
 Each group will share their strategies/ideas with the class
Assessment
 Anecdotal/observation – student participation during group activities
 Written reflection to gauge the depth of understanding?
 Journal entries?
 Aspects of the lesson could contribute to a unit project?
 Questions could be formed as a class to be asked on unit tests/exams?
DISCUSSION HANDOUTS
Note: These are group discussion handouts suggested for this lesson in Interactions: Journal
of the Ontario Society for Environmental Education – June 2009 issue.
Debt Cancellation
 The crushing effect of world debt in developing countries is responsible for the world
hunger problem. Governments in developing countries are unable to spend needed funds
on relieving hunger because so much of their budget goes towards repaying debt, and the
restrictions on their loans prevent them from needed social spending. By eliminating
debt, we give developing countries the freedom to solve their hunger problems for
themselves.

PROBLEM: In cases where government is corrupt or under-developed, how does the
cancellation of debt guarantee effective social spending? What other development
measures are necessary to strengthen a society so that debt cancellation can be effective?
Education

Education is the solution to world hunger. By teaching people how to grow food more
efficiently, they will be better able to meet their own food needs. Even a basic primary
education – which is not directly related to agricultural training – will better prepare
people to meet their own needs because they will be able to earn a better income and
provide for their family.

PROBLEM: How can education be a priority when children are too hungry to learn and
families cannot afford to send their children to school? What other development
measures are necessary to strengthen a society so that education can be effective?
Technology

World hunger can be solved by technology. Many countries do not have enough land
that is good for farming. People are unable to grow enough food and/or a variety of good
to make up a nutritionally balanced diet. In addition, droughts and floods can jeopardize
a whole season of crops, placing a community at great risk for starvation. Technology
can help to solve these problems in many ways. Mechanization of farming implements,
artificial fertilizers and genetically modified crops that resist hard weather fluctuations
are three technological solutions to hunger in the developing world.

PROBLEM: How will these technological advancements affect the environment,
considering that they are genetically modified and/or not native to the area? What
happens when the fertilizer or special seeds run out, or machinery breaks? What other
development measures are necessary to strengthen a society so that technology can be
effective?
Distribution

The problem of world hunger is a problem of distribution. The amount of food produced
by the entire world could feed seven billion people. The world population is estimated to
be about six billion. There should be enough food for everyone, and yet many people are
malnourished while food goes to waste in many developed countries. By redistributing
the world’s food resources through aid programs, we can ensure that everyone is properly
fed.

PROBLEM: How does better distribution help developing countries? What other
development measures are necessary to strengthen a society?