Guiding question: Which countries eat the most and least protein per capita?
Time Estimate: 1 hour
Purpose: In this lesson, students will read a passage about how important protein is for our body to stay healthy. However, despite the essential need for protein, there are still disparities in protein intake among different countries. This activity aims for students to explore the discrepancies in dietary patterns across various continents by active discourse, thereby broadening their perspective from a personal viewpoint to a more global one.
Overview: In this lesson, students will understand the challenges of our current food system and its ability to provide for a growing population. They will raise questions about the future of food production by reading and interpreting information from graphs.
Design Principles:Β
Culturally Responsive
Practice oriented
Student voice
Background Knowledge: All necessary background knowledge will come from this lesson.Β
Common Misconceptions: NA
Safety: NAΒ
Unit Connections:Β
Teacher
Teacher slides 2.3 Which countries eat the most and least protein per capita
2.3 Global map of protein consumption answer key
2.3 support_Global map of protein consumption answer key
Student
Student material: 2.3 Global map of protein consumption
Student material: 2.3 support Global map of protein consumption
Materials: Teacher slides 2.3 Which countries eat the most and least protein per capita
2.3 Global map of protein consumption answer key
2.3 support_Global map of protein consumption answer key
Importance of protein (Slides 2-4)
Students will read a passage highlighting why protein is important for our health. In pairs, students will discuss the importance of protein for our bodies and compare their highlighted points.
π Worksheet
Student material: 2.3 Global map of protein consumption
Student material: 2.3 support Global map of protein consumption
π£οΈ Discourse opportunity:Β
Pair discussion
π Instructional Support
For students with low reading competencies
There is a shorter version of the passage titled 'support' in the worksheet for students with low reading competencies.
Student material: 2.3 support Global map of protein consumption
Disparities in protein intake (Slides 5-7)
2.3 Top 20 Countries That Eat the Most and Least Protein Per Capita
Students will visit the website and identify the countries that consume the most and least protein, then fill in the blanks as a group. They will also look for common factors among these countries and check the recommended protein intake for staying healthy from the passage. Additionally, students will discover that some countries are overeating while others are consuming too little protein, leading to health problems and disparities.
π£οΈ Discourse opportunity:Β
Group discussion
Class discussion
β DP - Social Justice:
Access to an adequate amount of protein is crucial for maintaining good health. Disparities in protein consumption may lead to health inequalities, with some populations facing a higher risk of malnutrition or other health issues related to insufficient protein intake. Socioeconomic factors often influence individuals' ability to afford protein-rich foods. Lower-income communities may struggle to access quality protein sources, contributing to nutritional imbalances and perpetuating health disparities.
π Instructional Support
Probing questions to facilitate discourse
Ask your friends about the locations of these countries at the continent level.
Ask your friends about the locations of these countries at the continent level.
Do you agree with your friends' findings, or do you have a different idea? Why?
Can you add more to the idea?
Finding continents
If students need to find the location of a country at the continent level, let them type 'the country's name + continent'.
Accessing the material
There is a clickable hyperlink on the worksheet. Teachers can access the infographic by downloading it from the link above and sharing it with the students.
Solutions for disparities in protein intake (Slide 7)
Students will discuss how they can help ensure everyone in different countries gets enough protein. In groups, encourage students to generate ideas on how to ensure everyone across different countries receives an adequate amount of protein. After the brainstorming session, ask students to individually choose 2 or 3 ideas from their group's list. Prompt them to consider why they selected those specific ideas. This encourages critical thinking about the feasibility and impact of their suggestions.
π£οΈ Discourse opportunity:Β
Group discussion
Class discussion
π Instructional Support
Probing questions for brainstorming
What foods provide protein?Β
Is meat the only food that provides protein?Β
What technologies can we use to overcome weather issues or environmental limits to grow protein-rich foods?
Note
Encourage a positive and inclusive atmosphere during the discussion. Acknowledge and validate all ideas, fostering an environment where students feel comfortable expressing their thoughts. Emphasize the value of teamwork and collective problem-solving in addressing complex global challenges.
Remind: Food waste diary (Slide 8)
Students will share their diaries at the beginning of Lesson Set 3. Please ensure they are recording their entries and bring their diaries to class.
π£οΈ Discourse opportunity:Β
Group discussion
Class discussion
Background Knowledge
In numerous developing countries, protein intake consistently falls below recommended values. Animal products and cereals are the primary protein sources in more economically developed regions. However, the scenario differs in developing countries, where this order is reversed. In these nations with lower income levels, a mere 3% of total dietary energy, indicative of diet composition, is sourced from meat and offal. Roots and tubers contribute 11%, while pulses, nuts, and oilseeds provide 6%. The majority of dietary energy is derived from cereal-based staple foods.
Despite an increase in livestock production within developing countries, there's a concerning trend of decreasing protein consumption, particularly among those already facing limited access to protein. Beyond the issue of quantity, global attention is now directed toward protein quality, considering factors such as bioavailability and digestibility from various food sources.Β
Undernutrition persists as a significant challenge in the developing world, with many diets falling short in quantity and the quality of the consumed protein. The focus on protein extends beyond mere quantity, emphasizing the importance of addressing both aspects to improve nutritional outcomes in these regions.
SchΓΆnfeldt, H. C., & Gibson Hall, N. (2012). Dietary protein quality and malnutrition in Africa. The British journal of nutrition, 108 Suppl 2, S69βS76. https://doi.org/10.1017/S0007114512002553
Lesson Timing
Student Ideas & Experiences
At this stage, students may generate less feasible ideas, as the activity's primary purpose is to contemplate disparities among different countries and draw attention to the needs of these countries.
Science Practices
Teaching Cases